Traditional, online, and hybrid course delivery methods and student performance

2011 ◽  
Author(s):  
Chrislyn E. Randell
Keyword(s):  
Student Performance ◽  
Course Delivery ◽  
Delivery Methods ◽  
Hybrid Course ◽  
Course Delivery Methods

scholarly journals Motivating factors that affect enrolment and student performance in an ODL engineering programme

2012 ◽  
Vol 13 (1) ◽  
pp. 238 ◽  
Author(s):  
Pushpa Ranjani Dadigamuwa ◽  
Nihal Saman Senanayake
Keyword(s):  
Distance Learning ◽  
Student Performance ◽  
Course Delivery ◽  
Motivating Factors ◽  
Delivery Methods ◽  
Engineering Technology ◽  
Face To Face ◽  
Study Programme ◽  
Course Delivery Methods ◽  
Successful Students

<p>The present study was carried out to determine the motivating factors for enrolling in an engineering study programme in open and distance learning (ODL) and the factors that affect the students’ performance. The study was conducted with two convenient samples of students following distance learning courses in engineering technology, conducted by the Open University of Sri Lanka and leading to the award of diploma or degree in Engineering Technology. One sample consisted of students who failed to qualify for sitting the year-end examination and the other consisted of successful students.</p><p>The study showed that many students opt to follow the programme without knowing the relevance of the study programme for them. Most of the students (53%) had taken the courses believing that they could obtain a recognized degree. The students with secondary education qualifications in the mathematics stream were found to be successful, provided that they had selected the ODL programmes with an understanding of the nature of the ODL system, the percentages being 61 with 4 passes, 75 with 3 passes, and 20 with 2 passes at the General Certificate in Education (Advanced Level) examination.</p><p>All successful students were of the opinion that the course delivery methods should be improved, especially face-to-face teaching, laboratory classes, and assignments.</p><p> </p><p> </p>

Contextualizing Social Presence and Learner Identity Through the Lens of Moore's Theory of Transactional Distance

2021 ◽  
pp. 1-15
Author(s):  
Michael Marmon
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Social Presence ◽  
Online Courses ◽  
Course Delivery ◽  
Transactional Distance ◽  
Delivery Methods ◽  
Learner Identity ◽  
Face To Face ◽  
Course Delivery Methods

Online education has become a ubiquitous and convenient method by which to complete courses at institutions of higher education across the globe. To achieve this level of parity between course delivery methods (online or face-to-face), the instructor or course designer must understand the complex relationship between the technology and instructional design theories being leveraged in these contexts. Within the context of this chapter, these barriers manifest themselves within Moore's Theory of Transactional Distance, a theory which states that the transactional distance between stakeholders (whether it is instructor-learner or learner-learner communication) has the potential to obstruct the path for comprehending the information being presented as well as influencing the level of rapport between students. This chapter examines the obstacles that are present because of Moore's Theory of Transactional Distance and the influence that social presence has on learners in online courses from the perspective of student satisfaction and positive learning outcomes.

The Master’s in Library and Information Studies Program via Distance at the University of Wisconsin-Madison

2013 ◽  
pp. 222-228
Author(s):  
Debra Shapiro
Keyword(s):  
Public Library ◽  
Course Delivery ◽  
Delivery Methods ◽  
Web Based ◽  
University Of Wisconsin ◽  
Library And Information Studies ◽  
Information Studies ◽  
History Of ◽  
Course Delivery Methods ◽  
The University

A narrative history of the development of the online Master’s degree at the University of Wisconsin-Madison, School of Library and Information Studies (SLIS), from its inception in collaboration with an Illinois public library system, to its current, fully online iteration is given. In addition, course delivery methods, from videoconferencing to Web-based methods, are outlined, and other details of the program are described.

STATISTICS STUDENT PERFORMANCE AND ANXIETY: COMPARISONS IN COURSE DELIVERY AND STUDENT CHARACTERISTICS

2017 ◽  
Vol 16 (1) ◽  
pp. 320-336
Author(s):  
SARAI HEDGES
Keyword(s):  
Student Performance ◽  
Student Persistence ◽  
Student Attitudes ◽  
Rating Scale ◽  
Statistics Education ◽  
Performance Outcomes ◽  
Course Delivery ◽  
Delivery Methods ◽  
Study Results ◽  
Programs Of Study

The statistics education community continues to explore the differences in performance outcomes and in student attitudes between online and face-to-face delivery methods of statistics courses. In this quasi-experimental study student persistence, exam, quiz, and homework scores were compared between delivery methods, class status, and programs of study for students enrolled in an undergraduate introductory statistics course. Student persistence and homework grades were significantly different for course delivery method. Anxiety levels, measured using the Statistical Anxiety Rating Scale (STARS), were compared between delivery methods, programs of study, and gender. One anxiety subscale—Test & Class Anxiety—was significantly different between delivery methods and genders. Implications and suggestions for further study are offered based on the study results. First published May 2017 at Statistics Education Research Journal Archives

scholarly journals Comparing Student Performance, Attitudes And Preferences In An Introduction To Business Course: Online, Hybrid And Traditional Delivery Methods Who Makes The A Grade?

2011 ◽  
Vol 1 (3) ◽  
pp. 83 ◽  
Author(s):  
Daniel Gutierrez ◽  
Storm Russo
Keyword(s):  
Student Performance ◽  
Student Attitudes ◽  
Strong Support ◽  
Student Experiences ◽  
Delivery Method ◽  
Delivery Methods ◽  
Hybrid Course ◽  
Business Courses ◽  
Traditional Course ◽  
Business Course

The present study compares three Introduction to Business courses delivered using three different teaching formats; online, hybrid and traditional methods. Findings indicate that while the traditional course received higher ratings by students, hybrid students outperformed students in the online and traditional course (n = 56). Thirty-five percent of the students in the hybrid course earned an A compared to 23 percent of the traditional students, while only 7 percent of the students enrolled in the online course completed the course with an A grade. Student attitudes also indicate once a student experiences a hybrid model course, there is strong preference for this type of delivery method. Although 85 percent of the students enrolled in the hybrid course had never enrolled in a distance learning course, 73 percent selected the hybrid format as their preference of delivery method. Strong support exists indicating that hybrid courses that are well designed create an atmosphere that increase student learning. Moreover, once students have a good hybrid experience, they are more likely to prefer courses designed as hybrids.

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