The Seminar as an Instructional Strategy in Distance Education

The data from this study indicated that those students who attended one seminar early in the course and those who did not tended to be different subsets of the course population. There was some evidence that seminar attenders progressed more rapidly through the first part of the course and had higher completion rates than non‐attenders. However, seminar attenders appeared to take longer to complete the course than non‐attenders. The results from the study were strictly correlational and it was not possible to determine the extent to which seminars attracted high performance students or contributed to higher performance.