The effects of using computer-based distance education for supplemental instruction compared to traditional tutorial sessions to enhance learning for students at-risk for academic difficulties

The purpose of this study was to investigate the effects of using computer-based distance education (CDE) supplemental instruction compared to traditional tutorial sessions (TS) to enhance learning for students at-risk for academic difficulties. The research question guiding this study was: Does using computer-based distance education for supplemental instruction prove comparable to, or better than, traditional tutorial sessions to enhance learning for baccalaureate nursing students at risk for academic difficulties? Two hypotheses were generated based on this question. Previous studies had suggested that using computer-based distance education for supplemental instruction was an effective method to enhance student learning. Moore's theory of transactional distance (1993) supports using CDE methods that provide adequate structure and dialogue to decrease the amount of transactional distance and enhance learning.; Research Hypothesis 1 stated that adult students attending a classroom lecture course augmented by supplemental instruction provided by computer-based distance education (CDE) would demonstrate a higher change score between a knowledge-based posttest and pretest than their cohorts attending weekly traditional tutorial sessions (TS). There were no significant differences noted on 2-way ANOVA testing based on method or risk category between the experimental (CDE) and control (TS) and Research Hypothesis 1 was not supported. But with the exception of the TS not at-risk student group, all CDE groups had higher mean change scores than their cohorts.; Research Hypothesis 2 stated that adult students accessing computer-based distance education (CDE) supplemental instruction would score higher on five separate unit exams given throughout the course than their cohorts attending weekly traditional tutorial sessions (TS). Only two tests resulted in a significant difference on 2-way ANOVA testing. There were significant differences between both the method (CDE/TS group) and for the risk category "not at-risk" on only two exams and Research Hypothesis 2 was only partially supported. For most exams, both WebCT(TM) and Tutorial groups had an increase in score of at least one point (2% points) when compared to the total class mean with the WebCT(TM) group scoring up to two points higher (4% points) than the Tutorial group and one point higher than the total class mean.; While Research Hypothesis 1 was not supported and Research Hypotheses 2 was only partially supported, the increases noted in the mean scores for both the CDE and TS groups have positive practical implications for a student at risk for academic difficulty. Computer-based distance education for supplemental instruction may be viewed as comparable to traditional tutorial sessions and provides students with flexible options for learning.