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. 

Teaching English Grammar in a Hybrid Academic ESL Course

2021 ◽  
pp. 229-251
Author(s):  
Tülay Dixon ◽  
MaryAnn Christison
Keyword(s):  
The Other ◽  
Hybrid Design ◽  
Teaching English ◽  
Hybrid Instruction ◽  
Hybrid Course ◽  
Face To Face ◽  
Course Effectiveness ◽  
English Grammar ◽  
Quasi Experimental ◽  
Learner Perceptions

This study investigates whether hybrid instruction can positively affect the development of learners' knowledge of English grammar and editing skills, as well as whether learners have positive perceptions of the hybrid design. The study was conducted in two sections of an English grammar and editing skills class. One section was designed as a hybrid course while the other was a traditional face-to-face (f2f) class. To determine the effectiveness of hybrid instruction, a quasi-experimental design with a pre- and posttest was used. To investigate learner perceptions of the hybrid design, learners were asked to complete a questionnaire and participate in a focus group. The results indicate that after the treatment there were negligible differences between the two groups in terms of their knowledge of English grammar and editing skills. The learners had positive perceptions of the hybrid design and offered some suggestions for improving course effectiveness.

scholarly journals Evaluating The Use of Information Technology in Computer Networks Lectures in The Era of Covid-19 Pandemic

2020 ◽  
Vol 4 (4) ◽  
pp. 757-763
Author(s):  
Elfizar Elfizar
Keyword(s):  
Information Technology ◽  
Student Achievement ◽  
Comparative Study ◽  
Computer Science ◽  
Computer Networks ◽  
Natural Sciences ◽  
Face To Face ◽  
Lecture Material ◽  
Computer Science Faculty ◽  
Academic Year

The Covid-19 pandemic makes massive use of information technology (IT) in various fields. This study aims to evaluate the use of IT in Computer Networks lectures at the Department of Computer Science, Faculty of Mathematics and Natural Sciences, University of Riau in the era of Covid-19 Pandemic. This causal comparative study uses data from the results of student achievement in the Even Semester Academic Year 2019/2020. There are two lecture models given to students namely synchronous and asynchronous models. The use of the model is based on the type of lecture material provided. Furthermore, the results of student achievement obtained at the end of the semester are compared with the results of student achievement in the previous year that used physical face-to-face lectures. The results of this study indicate that there was an increase of 7.17% in the student achievement during the use of IT in lectures during the Covid-19 Pandemic with the effective synchronous lectures duration from 60 to 100 minutes.  

Students’ Perceptions of the Effectiveness of Online Distance Language Teaching in Higher Education During the COVID-19 Pandemic

2021 ◽  
Vol 48 (4) ◽  
pp. 386-397
Author(s):  
Denitza Charkova ◽  
◽  
Elena Somova ◽  
Keyword(s):  
Distance Learning ◽  
English Language ◽  
Teaching Practice ◽  
Group Versus ◽  
Hybrid Education ◽  
Face To Face ◽  
Course Effectiveness ◽  
Online Distance Learning ◽  
Face To Face Instruction ◽  
Online Distance

The present study examined the relation between students’ preferred mode of learning (online, face-to-face, and hybrid) and their opinions about the effectiveness of an online distance learning English language course under the circumstances of the COVID-19 pandemic. The students favoring online distance learning constituted a significantly smaller proportion of the group versus those in favor of face-to-face instruction (p = 0.004). A significant relation was established between the students’ preferred mode of education and their opinions about the course effectiveness (p < 0.001). The students whose preferred form of education was compatible with online distance learning rated the course effectiveness at 93%, those favoring face-to-face education at 58%, and the supporters of hybrid education at 81%. Students’ comments and suggestions for the teaching practice in the post epidemic time are discussed.

A Comparative Study of Diffusion of Web-Based Education (WBE) in Singapore and Australia

2008 ◽  
pp. 1176-1198
Author(s):  
Y. Y. Jessie Wong ◽  
R. Gerber ◽  
K. A. Toh
Keyword(s):  
Distance Education ◽  
Comparative Study ◽  
Meta Analysis ◽  
Cost Effective ◽  
The Other ◽  
Development Model ◽  
Web Based ◽  
Tertiary Institutions ◽  
Face To Face ◽  
Web Based Education

Examined and compared in this chapter is the diffusion of WBE in Singapore and Australia. These two countries were chosen in this study because of the close educational collaborations and developments between them. A number of Australian universities have offshore bases in Singapore. It would be more cost-effective and profitable to use WBE instead of using the usual corresponding method, or flying professors into the country a few times a year for intensive residential studies. In this chapter, WBE at some selected institutions is reported in detail, because these institutions represent the more advanced developments of WBE in the respective country. Meta-analysis, using a modified Taylor’s model (Taylor, 2001), reveals that though Singapore and Australia are different in their approach and policies to education and technology, they share similar trends and achievements in the development of WBE. Tertiary institutions in both countries have generally achieved all the characteristics of Generations 4 and 5 of the development model of Distance Education, as described by Taylor. However, this is not to say that face-to-face teaching has been phased out. This study also indicates that WBE supports the development of distance education and e-universities in Australia. On the other hand, it is hard to say when Singapore will develop its first e-university.

scholarly journals Achievement in Training: Recorded Video Compared to Face-to-Face Environments

2021 ◽  
pp. 1-3
Author(s):  
Kate Quigley
Keyword(s):  
Student Achievement ◽  
Instructional Methods ◽  
The Other ◽  
Test Results ◽  
Face To Face ◽  
Video Lectures ◽  
Significant Difference ◽  
Similar Vein ◽  
The Many ◽  
Full Face

During the 2020-2021 years, it has been necessary for organizations to rethink how they conduct their daily operations in light of COVID-19 restrictions. One of the many activities within organizations is to provide new and recurrent training to their employees. In a similar vein, universities also had to make adaptations to instructional methods. This change provided an opportunity to compare student achievement in two different instructional modalities; one with lectures delivered in a full face-to-face format, and the other with recorded video lectures delivered in online platform. Both formats were conducted in morning and afternoon sessions. Three sets of test results were measured to compare the outcomes between two years. This study had mixed results, two of the three test results sets between the years showed no significant difference between face-to-face and recorded video lectures, while one of the three test results provided evidence that the results were different between instructional methods. The results of this study could provide applicable information to organizations and help to provide a roadmap for providing training in different formats. It is noteworthy that providing instruction in recorded video formats could be less expensive to organizations and also provide more flexibility for employees to fit recurrent t into their daily schedules.

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.

A Comparative Study of Diffusion of Web-Based Education (WBE) in Singapore and Australia

2011 ◽  
pp. 347-370 ◽  
Author(s):  
Y. Y. Jessie Wong ◽  
R. Gerber ◽  
K. A. Toh
Keyword(s):  
Distance Education ◽  
Comparative Study ◽  
Meta Analysis ◽  
Cost Effective ◽  
The Other ◽  
Development Model ◽  
Web Based ◽  
Tertiary Institutions ◽  
Face To Face ◽  
Web Based Education

Examined and compared in this chapter is the diffusion of WBE in Singapore and Australia. These two countries were chosen in this study because of the close educational collaborations and developments between them. A number of Australian universities have offshore bases in Singapore. It would be more cost-effective and profitable to use WBE instead of using the usual corresponding method, or flying professors into the country a few times a year for intensive residential studies. In this chapter, WBE at some selected institutions is reported in detail, because these institutions represent the more advanced developments of WBE in the respective country. Meta-analysis, using a modified Taylor’s model (Taylor, 2001), reveals that though Singapore and Australia are different in their approach and policies to education and technology, they share similar trends and achievements in the development of WBE. Tertiary institutions in both countries have generally achieved all the characteristics of Generations 4 and 5 of the development model of Distance Education, as described by Taylor. However, this is not to say that face-to-face teaching has been phased out. This study also indicates that WBE supports the development of distance education and e-universities in Australia. On the other hand, it is hard to say when Singapore will develop its first e-university.

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.

scholarly journals What are the perceptions of the students about asynchronous distance learning and blended learning?

2019 ◽  
Vol 11 (4) ◽  
pp. 230-237
Author(s):  
Sevim Gunes
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
The Other ◽  
Structured Interviews ◽  
Face To Face ◽  
Other Hand ◽  
Face To Face Instruction

This study aims to reveal the perceptions of the students about asynchronous distance learning (ADL) and blended learning (BL). Two groups of freshmen were included in the current study; the first group was taught English through ADL and the second group was taught English through BL which refers to the combination of face-to-face instruction and ADL process in the current study. In order to collect data, seven students were chosen from the ADL group and six students were chosen from the BL group. Semi-structured interviews were carried out with 13 students one by one. The results showed that the students in the ADL group were not pleased with being taught at a distance. On the other hand, the BL process was favoured by all of the BL students included in the interviews. Keywords: Perceptions, distance learning, blended learning.

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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