TY  - JOUR
AB  - Web‐based distance education is rapidly vying to become one of the preferred norms for teaching in many library and information science programs, especially in the USA. Within the distance education paradigm, courses taught utilizing the Web may be classified as either totally asynchronous, or synchronous when there are provisions, to a greater or lesser degree, for “real‐time” interaction, such as by means of Internet chat or a limited number of face‐to‐face classes. The results of this study show that, although library and information science students inWeb‐based distance education course environments remain generally satisfied with the quality of the instruction and education that they are receiving through courses with significant Web‐based content, it is nevertheless clear that they have generally come to perceive that the quality of their educational experience is significantly improved when there is included within or as an integral part of the course offering some meaningful level of real‐time interaction.
VL  - 104
IS  - 10
SN  - 0307-4803
DO  - 10.1108/03074800310504366
UR  - https://doi.org/10.1108/03074800310504366
AU  - Gregory Vicki L.
PY  - 2003
Y1  - 2003/01/01
TI  - Student perceptions of the effectiveness of Web‐based distance education
T2  - New Library World
PB  - MCB UP Ltd
SP  - 426
EP  - 431
Y2  - 2024/05/10
ER  -