A Comparative Analysis of Student Performance in an Online vs. Face-to-Face Environmental Science Course From 2009 to 2016

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

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Enhancing Student Performance in Online Learning and Traditional Face-to-Face Class Delivery

Journal of Information Technology Education Research ◽

10.28945/296 ◽

2004 ◽

Vol 3 ◽

pp. 173-188 ◽

Cited By ~ 18

Author(s):

Mark Stansfield ◽

Evelyn Mclellan ◽

Thomas Connolly

Keyword(s):

Online Learning ◽

Student Performance ◽

Face To Face

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Are virtual clinics the new normal? A single-institution comparative analysis of outcomes and cost-effectiveness of virtual and face-to-face clinics

European Urology ◽

10.1016/s0302-2838(21)01352-x ◽

2021 ◽

Vol 79 ◽

pp. S1379

Author(s):

I. Khawaja ◽

D. Hassanzadeh-Baboli ◽

A. Pavithran ◽

Z. Maan ◽

A. Deshpande

Keyword(s):

Comparative Analysis ◽

Cost Effectiveness ◽

Single Institution ◽

New Normal ◽

Face To Face

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Online or not? A comparison of students’ experiences of an online and an on-campus class

Curationis ◽

10.4102/curationis.v36i1.73 ◽

2013 ◽

Vol 36 (1) ◽

Cited By ~ 7

Author(s):

Tennyson Mgutshini

Keyword(s):

Student Satisfaction ◽

Student Performance ◽

Learning Experience ◽

Cross Sectional Study ◽

Measurement Tool ◽

Online Students ◽

Cross Sectional ◽

Student Centered ◽

Face To Face ◽

Multiple Data

Educational discourse has long portrayed online, or e-based, learning and all non-campus-based learning options as second best to traditional face-to-face options. Critically much of the research and debate in this area of study has focused on evidence relating to student performance, attrition and retention with little consideration of the total learning experience, which values both the traditional learning outcome measures side-by-side with student-centered factors, such as students’ satisfaction with their learning experience. The objective of this study was to present a synchronous head-to-head comparison between online and campus-based students’ experiences of an undergraduate course. This paper reports on a qualitative comparative cross-sectional study, which used multiple data collection approaches to assess student learning and student satisfaction of 61 students who completed a semester of an undergraduate course. Of the 61 students, 34 were enrolled purely as online students, whilst the remaining 27 students studied the same material entirely through the traditional face-to-face medium. Methods included a standardised student satisfaction survey and an ‘achievement of learning outcomes’ measurement tool. Students on the online cohort performed better in areas where ‘self-direction’ in learning was indicated, for example self-directed problem-based tasks within the course. Online students gave less positive self-assessments of their perceived content mastery than their campus-based counterparts, despite performing just as well in both summative and formative assignments. A multi-factorial comparison shows online students to have comparable educational success and that, in terms of student satisfaction, online learners reported more satisfaction with their learning experience than their campus-based counterparts.

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Laboratory Activities to Support Online Chemistry Courses: A Literature Review

Canadian Journal of Chemistry ◽

10.1139/cjc-2020-0506 ◽

2021 ◽

Author(s):

Dietmar Kennepohl

Keyword(s):

Literature Review ◽

Student Performance ◽

Teaching And Learning ◽

New Technologies ◽

Essential Element ◽

Field Trips ◽

Open Educational Resources ◽

Face To Face ◽

Laboratory Design ◽

Laboratory Activities

The laboratory is an essential element in the teaching and learning of chemistry, but it is challenging to provide this when delivering courses and programs online or at a distance. Studies have repeatedly shown that alternate laboratory modes can lead to equivalent student performance when compared with in-person experiences. In this literature review, we will examine five modes of laboratory delivery (i.e. face-to-face, virtual, remote control, home-study kits and, to a lesser extent self-guided field trips) that may be considered in providing quality practical laboratory activities to support online studies. Each mode brings its own particular strengths and weaknesses and can be used individually or in combination. The selection and integration of those modes, which is driven by learning outcomes and other factors, will be examined as part of the design process. Finally, future laboratory design will certainly include new technologies, but potentially also elements like open educational resources, learning analytics, universal design, and citizen science.

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