THE COMPARATIVE EFFECTIVENESS OF WEB‐BASED AND CLASSROOM INSTRUCTION: A META‐ANALYSIS
通过元分析比较网络教学与课堂教学的效果，发现网络教学在陈述性知识上比课堂教学有效6%，但在程序性知识上两者相当；当教学方法相同时，媒体效果消失，支持Clark的理论。
Meta-analytic techniques were used to examine the effectiveness of Web-based instruction (WBI) relative to classroom instruction (CI) and to examine moderators of the comparative effectiveness of the 2 delivery media. The overall results indicated WBI was 6% more effective than CI for teaching declarative knowledge, the 2 delivery media were equally effective for teaching procedural knowledge, and trainees were equally satisfied with WBI and CI. However, WBI and CI were equally effective for teaching declarative knowledge when the same instructional methods were used to deliver both WBI and CI, suggesting media effects are spurious and supporting Clark's (1983, 1994) theory. Finally, WBI was 19% more effective than CI for teaching declarative knowledge when Web-based trainees were provided with control, in long courses, and when trainees practiced the training material and received feedback during training. Study limitations and directions for future research are discussed.