The purpose of this study is to compare the performance of students taught via distance education using audiographics technology with students taught locally in a face-to-face manner. The students were enrolled in Statics, a sophomore engineering course required for most engineering majors, and were taught by the same instructor using the same textbook, course materials, lecture content, assignments, tests, and final exams. The factors studied were age, pretest scores, site size, and homework assignments completed. The factor that most strongly affected student performance (i.e. final exam scores) for distance students was the percentage of completed homework assignments. This supports the view that student participation and involvement is important in distance courses, and students in distance courses have to be more responsible for their learning. Suggested activities that encourage student interaction, interest, and commitment by taking advantage of the audiographics technology are discussed.

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Last updated May, 2006