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This paper evaluates the effectiveness of Web–based, highly interactive, and multimedia–rich e–learning materials by comparing students’ learning outcomes in the lecture and online versions of an introductory computing course. The course versions differed only in that face–to–face lectures were replaced with e–learning modules in the online course; the other course elements (laboratory sessions, use of computer–mediated communications, examinations) were the same. The e–learning trial took place at the Hong Kong University of Science and Technology, where the first author taught the lecture course to 105 students, and the online course to 180 and 129 students in the following semesters. The lecture and online students achieved comparable factual learning outcomes and the online students outperformed the lecture students in applied–conceptual learning. Findings suggest that the use of carefully designed interactive e–learning modules fosters higher–order learning outcomes.
Kekkonen–Moneta et al. (Sun,) studied this question.