Assessment of Student Performance in an Internet-Based Multimedia Classroom

Much research has been devoted to the study of exclusively distance-learning paradigms for teaching various technological subjects, yet many students have not been satisfied with existing distance learning methodologies. This paper addresses a new approach called the cyber classroom, which combines the best practices of distance learning with traditional “brick and mortar” classrooms through technical facilities that allow lectures to be automatically recorded and made available for viewing/download on the world-wide web to all students in the class. The system approach does not force a distinction between in-class and distance learners, and students are allowed to dynamically choose whether they wish to attend class or learn remotely on a class session by class session basis. Past results have shown that the students prefer this dynamic method of delivery over all other class formats. This current paper focuses on the actual student outcomes in terms of grade distribution from courses taught prior to the development of the cyberclassroom and the grade distributions from classes taught in the room by the same faculty where we show a nearly one-half point mean grade improvement, a 36% increase in honors grades, and a 56% reduction in failures.