GIS Pedagogy, Web-based Learning and Student Achievement

Abstract

The authors evaluate impacts of web-based learning (WBL) for a geographic information system (GIS) course in which self-paced interactive learning modules replaced lectures to prepare students for GIS laboratory activities. They compare student laboratory, mid-term, final exam and overall scores before and after introduction of WBL, analyzing for gender differences in performance. Laboratory scores improved significantly for both males and females, though course grades did not change significantly overall for either group. Gender results show females performing better than males with either method. Most students were receptive to WBL. Future research is needed to understand what combination of graphics and text is most useful to students.

Keywords:

• Web-based Learning
• GIS
• gender

Acknowledgements

The authors are indebted to Dr Anita Coleman for assistance in gathering data. This research was supported under Arizona Proposition 301. This article was used in part to satisfy requirements for an MA thesis by Andrew Clark. The careful reading and suggestions of anonymous reviewers is also appreciated.

Notes

¹ Chrisman, N. Personal interview by Andrew Clark, 6 March 2003.