Last autumn, Jerald Schutte of California State University in Northridge divided a cla
ss of 33 students taking his course in statistics into two groups. The “traditional” group was taught in a classroom every Saturday morning for 14 weeks. The “on-line” group came together only for examinations at the start and end of the course. None of the students in either group knew they were part of an experiment. The online group used electronic mail to cooperate in groups of three, assigned casually. They also took part in weekly discussions held on the Internet and weekly “live” online talk session regulated by Schutte. At the end of the course, the on-line students scored 20 per cent higher in their exam. A subsequent questionnaire indicated that they had spent more time on their coursework, and that they understood the material better. Schutte attributes the virtual students’ success to their eagerness to discuss their work on-line. The traditional students tended to work in isolation. “I would say the cooperation resulted from being afraid of having no face-to-face interaction with a professor,” Schutte says. He does not think that the on-line students became more enthusiastic simply because of the novelty of working with the Internet, “most of that gave way to discouragement due to the technology problems.” “We believe you can’t dispose of the help of a teacher, at least in schools,” says Jeff Morgan, director of communications technologies at the UK National Council for Educational Technology, “though the results are perfectly reasonable for university-age students.”
(1)Schutte’s experiment focuses on the use of on-line education _____
A、as a substitute for conventional teaching
B、in support of conventional teaching
C、as an improvement of conventional teaching
D、as a part of conventional teaching
(2)On-line education is different from the traditional one in that _____
A、it does not need any teachers
B、students work alone
C、there is much cooperation among students
D、exams are taken on-line
(3)The on-line group do better than the traditional group because _____
A、they work together through the Internet
B、they are interested in the Internet
C、they want to do better than the “traditional” group
D、they don’t like the traditional teaching
(4)The result of the study shows that _____
A、students can learn without teachers
B、learning at home is better than attending courses in the classroom
C、working on technology problems creates enthusiasm for students
D、advanced technology can enhance learning
(5)Jeff Morgan’s attitude toward the on-line teaching is _____
A、pessimistic
B、positive
C、neutral
D、critical
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