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Students enrolled in undergraduate economic statistics classes at Youngstown State University (YSU) were surveyed in an attempt to differentiate between users and nonusers of Web-based instruction (WBI) as a supplement to the traditional classroom lecture/problem-solving approach. Discriminant analysis and descriptive statistics tools were used to compare and contrast the perceptions of users and nonusers. The users concluded that distance learning via the World Wide Web (WWW or the Web) was not only a good method of obtaining general information but a useful tool in improving their academic performance in a quantitative economic class. Nonusers thought the university should help provide financial assistance for going online and that WBI should not be required for graduation.
Usip et al. (Wed,) studied this question.