scholarly journals A comparison of the achievement of statistics students enrolled in online and face-to-face settings

2017 ◽  
Vol 14 (6) ◽  
pp. 323-330 ◽  
Author(s):  
Edwin P Christmann
Keyword(s):  
Effect Size ◽  
Online Instruction ◽  
Comprehensive University ◽  
Face To Face ◽  
Statistics Instruction ◽  
Significant Difference ◽  
Statistics Course ◽  
Univariate Statistics ◽  
Face To Face Instruction ◽  
Online Statistics

This study compared the achievement of male and female students who were enrolled in an online univariate statistics course to students enrolled in a traditional face-to-face univariate statistics course. The subjects, 47 graduate students enrolled in univariate statistics classes at a public, comprehensive university, were randomly assigned to groups that used either online instruction or traditional face-to-face instruction. The effects of the independent variables of online univariate statistics instruction versus traditional face-to-face instruction on the dependent variable of statistics achievement were analyzed with a two-way analysis of variance. There was a significant difference between the achievement of students who used online univariate statistics instruction and those who used traditional face-to-face instruction (p = .001). The traditional face-to-face group scored higher with an effect size of 0.979, indicating that, on the average, those who were enrolled in a traditional face-to-face univariate statistics class outperformed 83.4% of those enrolled in the online statistics course. Moreover, females using online instruction outperformed males using online instruction and males enrolled in a traditional face-to-face course scored higher than females, with an effect size of 0.651, indicating that, on the average, those males outperformed 74.22% of the females enrolled in a traditional face-to-face statistics course.

The Effects of Statistical Analysis Software and Calculators on Statistics Achievement

2009 ◽  
Vol 7 (4) ◽  
pp. 445-449 ◽  
Author(s):  
Edwin P. Christmann
Keyword(s):  
Statistical Analysis ◽  
Analysis Of Variance ◽  
Effect Size ◽  
Analysis Software ◽  
Comprehensive University ◽  
Significant Interaction Effect ◽  
Significant Difference ◽  
Univariate Statistics ◽  
Males And Females ◽  
Statistical Analysis Software

This study compared the effects of microcomputer-based statistical software and hand-held calculators on the statistics achievement of university males and females. The subjects, 73 graduate students enrolled in univariate statistics classes at a public comprehensive university, were randomly assigned to groups that used either microcomputer-based statistics software or hand-held calculators in performing their statistical calculations. The effects of the independent variables of microcomputer-based statistics software and hand-held calculators on the dependent variable of statistics achievement were analyzed with a two-way analysis of variance that revealed no significant difference on the basis of gender (p = 0.622). However, the two-way analysis of variance revealed a significant difference between the achievement of students who used the microcomputer-based statistics software and those who used hand-held calculators (p = 0.024), with those students who used microcomputer-based statistical analysis software scoring higher. Additionally, a significant interaction effect was disclosed (p = 0.027), with an effect size of 0.621, indicating that, on average, those males who used microcomputers outperformed 73% of the females who used microcomputers in performing their statistical calculations; while the females who used hand-held calculators outperformed 71% of the male users of calculators, on the basis of an effect size calculation of 0.545.

scholarly journals Knowledge retention in capstone experiences: An analysis of online and face-to-face courses

2016 ◽  
pp. 528-539 ◽  
Keyword(s):  
Deep Learning ◽  
Knowledge Retention ◽  
Online Environment ◽  
Comprehensive University ◽  
Face To Face ◽  
Assessment Scores ◽  
Class Time ◽  
Significant Difference ◽  
Level Of Knowledge ◽  
One Way Anova

This research chronicles the development of a capstone experience by a regional comprehensive university. The process began with a multi-year project during which the faculty annually reviewed the results with a view to determining if the class provided the deep learning culminating experiences anticipated. A major measure of success was the desire to replicate the deep learning common in face-to-face classes in the online environment. The results of 166 students were analyzed, 82 online and 84 face-to-face, to determine if a difference existed. A one-way ANOVA tested the score differences among 10 sections and determined the students’ scores did not differ significantly. Finally, a two-sample t-test between proportions determined that there was not a significant difference between the online and face-to-face students with respect to the level of assessment scores earned. Given that online and face-to-face students demonstrate the same level of knowledge, does this beg the question, what value does face-to-face class time offer?

scholarly journals Longitudinal Student Research Competency: Comparing Online and Traditional Face-to-Face Learning Platforms

2016 ◽  
Vol 17 (1) ◽  
pp. 44-58 ◽  
Author(s):  
Jodi Constantine Brown ◽  
Hyun-Sun Park
Keyword(s):  
Research Methods ◽  
Self Efficacy ◽  
Longitudinal Research ◽  
Exploratory Research ◽  
Face To Face ◽  
Learning Platform ◽  
Significant Difference ◽  
Face To Face Learning ◽  
Face To Face Instruction

This exploratory research compares longitudinal research self-efficacy and retention between a completely asynchronous Master of Social Work (MSW) online cohort and its traditional face-to-face counterpart. This study used a non-equivalent comparison groups design with two groups: online instruction only (n=16) and traditional face-to-face instruction (n=32), with pretest (Time 1), posttest (Time 2) and follow-up (Time 3) standardized measures of practice evaluation knowledge (PEKS) and research self-efficacy (RSES) in a beginning research methods course. Results indicate that students’ knowledge and research self-efficacy improved between pretest and posttest and remained significantly improved at follow-up one year later, with no significant difference between online learners and traditional face-to-face students. Students gain and maintain confidence in research methods and evaluation regardless of the learning platform utilized.

scholarly journals Educational Leadership Doctoral Students’ Perceptions of the Effectiveness of Instructional Strategies and Course Design in a Fully Online Graduate Statistics Course

2019 ◽  
Vol 23 (4) ◽  
Author(s):  
Mei Jiang ◽  
Julia Ballenger ◽  
William Holt
Keyword(s):  
Educational Leadership ◽  
Instructional Strategies ◽  
Doctoral Students ◽  
Course Design ◽  
New Technology ◽  
Guided Practice ◽  
Statistics Instruction ◽  
Learning Success ◽  
Statistics Course ◽  
Online Statistics

In the past several decades, higher education has witnessed exponential growth of online learning, as well as the need for it. New technology has dramatically transformed the way education is delivered compared to what takes place in the traditional classroom. It has enabled online delivery of course materials to students outside of face-to-face classroom in an asynchronous manner and provide students with self-paced flexibility at their convenience. Given the abstract nature of statistics content, effectiveness of the instructional strategies and course design in online statistics instruction has become particularly important to students’ learning success. In this qualitative study, the authors explored perceptions of the Educational Leadership doctoral students towards an online graduate level introductory statistic course in terms of whether the online course instructional strategies and course design helped them learn statistics. The authors assessed effectiveness of the instructional strategies and design of the online statistics course as well as students’ needs, so more effective instructional strategies could be used for online statistics teaching. Students identified the PowerPoint presentations with recorded lectures to be the most useful strategy. This strategy, along with live Q&A sessions, guided practice and activities, helped make the textbook information more real-world and connected the elements of statistics to application.

scholarly journals The Skill Training of Resident Anesthesiologists During the Outbreak Of COVID-19

2021 ◽  
Author(s):  
Min Xie ◽  
Qin Zhou ◽  
Yuanyuan Kang ◽  
Ping Qing ◽  
Yang Guo ◽  
...  
Keyword(s):  
Skill Training ◽  
Video Feedback ◽  
Resident Training ◽  
Skill Assessment ◽  
Protective Equipment ◽  
Web Based ◽  
Face To Face ◽  
Epidemic Period ◽  
Significant Difference ◽  
Face To Face Instruction

Abstract Background: With the spread of the coronavirus disease 19 (COVID-19), Sichuan provincial people's hospital, at the frontline fighting this public health crisis, took a lead in the reception, diagnosis and treatment of patients with COVID – 19 in the greater Sichuan area. As an effort to prevent nosocomial infections among the medical staff, we switched from the traditional face-to-face instruction to a web-based multimodal teaching model in our resident training program. Specifically, we explored ways to provide remote training in the proper procedure of donning and doffing of personal protective equipment (PPE). The purpose of the study was to evaluate the effectiveness of various teaching methods in teaching clinical skills of our residents during the epidemic period.Methods: 72 resident anesthesiologists (1st to 3rd year) were recruited to receive remote skill training on donning and doffing of PPE. In this study, all participants received instructional videos/text for the proper protocol, in addition to watching a live-stream instructional video that simulated the procedure of donning and doffing of PPE. We matched the residents by year and divided them into two groups through a WeChat Draw Program. The video feedback (VF) group recorded and submitted videos of simulated donning and removing PPE followed by a debriefing session through a collaborative WeChat learning group. The independent learning (IL) group did not record videos, but were encouraged to consult with their instructors by WeChat or phone if they had any questions. Then the two groups completed questionnaire as well as theory tests and skill assessment. Results: The VF group responded positively to the additional video-recording/debriefing approach. We did not observe any significant difference between the two groups in theoretical test scores. However, the VF group had significantly higher performance than the IL group in skill assessment. Conclusion: The web-based teaching, simulation teaching and video feedback model is an effective alternative to the conventional face-to-face instruction as part of an adapted resident training curriculum involving donning and doffing of protective equipment during an epidemic outbreak.

scholarly journals Learning Effectiveness Using Different Teaching Modalities

2010 ◽  
Vol 3 (12) ◽  
pp. 65-76 ◽  
Author(s):  
Norman Carrol ◽  
Molly Burke
Keyword(s):  
Student Achievement ◽  
Comparative Study ◽  
Online Instruction ◽  
The Other ◽  
Course Evaluations ◽  
Learning Effectiveness ◽  
Final Examination ◽  
Face To Face ◽  
Course Effectiveness ◽  
Face To Face Instruction

There is much discussion about whether online instruction is as effective as face-to-face instruction.  To address this question, a comparative study was made of two sections of an MBA  organizational theory course, one taught online and the other face-to-face. The content covered by both sections was the same with similar assignments and a common final examination. There was little difference between the sections on the results of the final examination or the student course evaluations. This study suggests that neither modality is more effective than the other with regard to student achievement or their perceptions of course effectiveness. 

The Use of Asynchronous Video Communication to Improve Instructor Immediacy and Social Presence in a Blended Learning Environment

2011 ◽  
pp. 38-57 ◽  
Author(s):  
Jered Borup ◽  
Charles R. Graham ◽  
Andrea Velasquez
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Social Presence ◽  
Online Instruction ◽  
Video Communication ◽  
Minimum Amount ◽  
Video Communications ◽  
Face To Face ◽  
Instructor Immediacy ◽  
Face To Face Instruction

Instructors in a blended learning format struggle to find an effective balance between face-to-face instruction that is high in fidelity and online instruction that is high in flexibility. This chapter presents three cases where asynchronous video communication was used to help offer students instruction high in fidelity and flexibility. Although the medium for sharing asynchronous video varied between the three cases, findings indicate that video was a useful tool to improve instructor immediacy and/or social presence with a minimum amount of face-to-face instruction. The instructors in all three cases saw asynchronous video communications as an effective way to communicate with students, and the majority of students responded positively to asynchronous video communications.

scholarly journals Comparing Jamaican Students Performance With Students In The United States, The Grand Bahamas And The Online Program

2011 ◽  
Vol 1 (2) ◽  
pp. 5 ◽  
Author(s):  
Bahaudin Mujtaba
Keyword(s):  
United States ◽  
Student Performance ◽  
The United States ◽  
Final Exam ◽  
Face To Face ◽  
Significant Difference ◽  
Post Test ◽  
Contact Hours ◽  
Face To Face Instruction ◽  
Online Format

This study documents learning and student performance through objective tests with graduate students in Kingston-Jamaica and compares the final exam results with students taking the same course, the same test, with the same instructor at different sites throughout the United States and in the Nassau cluster, Grand Bahamas. The scores are further compared with students who completed this course and final exam in the online format. The group of Jamaican, Bahamian and students in Tampa completing this course received traditional, face-to-face instruction in a classroom setting, with classes delivered in a weekend format with 32 face-to-face contact hours during the semester. As expected, findings revealed that there was a statistically significant difference (% = .05) in the mean test scores of the pre-test and post-test for this group of students enrolled at the Kingston cluster.Furthermore, the results of final exam comparison with similar groups in the United States and Bahamas showed no significant differences. The comparison of student performance in Kingston with online students is also discussed.Overall, it is concluded that many of the learning outcomes designed to be achieved as a result of the course activities, specifically the final exam, were achieved consistently for students taking this course with the assigned faculty member in Jamaica, the United States and the Grand Bahamas.

scholarly journals No Significant Difference - Unless you are a Jumper

2018 ◽  
Vol 22 (1) ◽  
Author(s):  
Richard J Fendler ◽  
Craig Ruff ◽  
Milind Shrikhande
Keyword(s):  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Individual Level ◽  
Face To Face ◽  
Education Literature ◽  
Significant Difference ◽  
Actual Grade ◽  
The Difference ◽  
Face To Face Instruction ◽  
The Individual

Much of the e-education literature suggests that there is no significant difference in aggregate student learning outcomes between online and face-to-face instruction. In this study, we develop a model that forecasts the grade that individual students would have most likely earned in the alternate class setting. Students for whom the difference between the actual grade received in one class format (for example, online) and the forecasted grade in the other class setting (for example, face-to-face) is one full letter grade or higher are called “jumpers.” Our findings indicate that jumpers are numerous, suggesting that whereas no significant difference may exist between instruction settings at the aggregate level, at the individual level, the choice between settings matters. These results have important implications for the no significant difference literature and strongly support the need for refined course setting advisement for students.

scholarly journals From Emergency Remote Teaching to Strategically Embracing Online Learning

2021 ◽  
pp. 249-254
Author(s):  
Dionisia Tzavara
Keyword(s):  
Online Learning ◽  
Online Instruction ◽  
Large Scale ◽  
World Economic Forum ◽  
Face To Face ◽  
Large Numbers ◽  
The World ◽  
World Economic ◽  
Face To Face Instruction ◽  
Academic Year

AbstractAs a response to the Covid-19 pandemic, universities across the globe closed campuses, cancelled face-to-face classes, and resorted to digital instruction in an attempt to continue offering instruction, providing continuity to their students, and keeping the academic year going. This movement away from face-to-face instruction happened on a large scale (according to a World Economic Forum article “Some 1.5 billion students—close to 90% of all primary, secondary and tertiary learners in the world—are no longer able to physically go to school” (Kandri 2020), across various institutions and departments, and large numbers of students and academics were impacted by this shift to online instruction.

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