Assessment of BIO 226/372
At the end of the semester, 65 students (23 in BIO 226 and 42 in BIO 372)
returned a questionnaire on their perceptions of these classes. These data
are valuable in the assessment of the web classes.
Inconsistencies among student answers from question to question make
it imperative to view some claims with skepticism and to seek correlative
data for a comprehensive assessment.
Result: The information in these charts clearly indicates that teaching on the
web can provide an effective educational format while maintaining credible
- Reason for taking the web section.
- Time taken in the web class, relative to a lecture class.
- Hours worked per week.
- Value of the assignments.
- Effectiveness of the web course compared to a lecture course.
- Significant Educational Benefits.
- Grade Distributions.
- Comments from Individual Students.
- Costs of a Web Course.
- Model of Course Delivery and Faculty Workload.
- Numerical Basis of the Model.
E-mail Professor Gaud at
or call (928) 523-7516
Last Updated on 7-Dec-1999