Previous research has suggested that Internet-based project learning might sustain both psychological and cognitive engagement of learners over an extended period of time. The study described here implemented an Internet-based project in a biology class and investigated its effect on the cognitive preferences held by students and on their performance. The data showed an effect on students' cognitive preferences, with a shift from disfavour to favour of questioning. It was also found that students who did the Internet-based project had higher scores for short-answer questions than those who had experienced more traditional teaching, while students who experienced the latter had higher scores in multiple-choice tests.
|頁（從 - 到）||237-242|
|期刊||Innovations in Education and Teaching International|
|出版狀態||已發佈 - 2002 八月 1|
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