GIS pedagogy, web-based learning and student achievement

Andrew M. Clark, Janice Monk, Stephen R. Yool*

*Corresponding author for this work

Research output: Contribution to journalArticle

23 Citations (Scopus)


The authors evaluate impacts of web-based learning (WBL) for a geographic information system (GIS) course in which self-paced interactive learning modules replaced lectures to prepare students for GIS laboratory activities. They compare student laboratory, mid-term, final exam and overall scores before and after introduction of WBL, analyzing for gender differences in performance. Laboratory scores improved significantly for both males and females, though course grades did not change significantly overall for either group. Gender results show females performing better than males with either method. Most students were receptive to WBL. Future research is needed to understand what combination of graphics and text is most useful to students.

Original languageEnglish
Pages (from-to)225-239
Number of pages15
JournalJournal of Geography in Higher Education
Issue number2
Publication statusPublished - May 2007
Externally publishedYes


  • Gender
  • GIS
  • Web-based Learning

Fingerprint Dive into the research topics of 'GIS pedagogy, web-based learning and student achievement'. Together they form a unique fingerprint.

Cite this