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A traditional classroom-based course was transitioned during three semesters to a Web-enhanced and then a Web-based course. This nutrition course was part of the core curriculum for 58 undergraduate nursing students. Evaluation data were collected and analyzed to compare the effectiveness of the traditional classroom, Web-enhanced, and Web-based courses. Areas of evaluation included mid-term and final examination scores and course grades, as well as student self-reports of instructor preparation, instructor-student interaction, testing, course objectives and assignments, textbooks, and strengths and weaknesses of the course. No differences were found in student learning outcomes. Although the Web-based course received the lowest mean course evaluation score, which was significantly different from the scores of the other two instructional methods, the students' qualitative comments revealed both positive and negative aspects of online instruction.
Kathleen M. Buckley (Fri,) studied this question.