scholarly journals Assessing Student Performance Between Face-to-Face and Online Course Formats in a College-Level Communications Course

2020 ◽  
Vol 11 (2) ◽  
Author(s):  
Sabine Milz
Keyword(s):  
Student Performance ◽  
Large Scale ◽  
English Language ◽  
Time Frame ◽  
Retention Rates ◽  
Delivery Mode ◽  
Full Time ◽  
College Level ◽  
Online Students ◽  
Face To Face

This observational study adds to a small number of college-specific studies comparing student performance in online and face-to-face versions of the same course. It also complements more large-scale college-based studies that compare the delivery formats across courses, disciplines, and institutions. Using descriptive statistics and the chi-square and ANOVA methods, the author examined comparative educational outcomes by measuring student performance and key factors of student performance in the same mandatory professional communications course taught simultaneously in an online and face-to-face format over a 5-semester time frame. The findings are consistent with other comparative studies that have established that in comparison to face-to-face students, online students are generally more academically prepared; more mature; and more commonly full-time employed, fluent in the English language, and female. Similar to other studies, the factors of gender, age, education, and writing proficiency are significant indicators of student achievement; the factors of employment hours, native language, and direct/indirect entry are not, which shows some discrepancy with other studies. In terms of overall student performance, online and face-to-face-component students earned similar grades and had similar completion and retention rates. This finding does not concur with a number of studies that show that online students are significantly less likely to successfully complete courses than their face-to-face counterparts. Course type (mandatory, elective, remedial, regular), advancement in a course of study (lower year, upper year), and delivery mode choice (fully online vs. mix of online and face-to-face) are probed as explanatory variables for differences in findings.

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

Curationis ◽  
2013 ◽  
Vol 36 (1) ◽  
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.

Differences in Student Performance in Epidemiology Depending on Study Mode

2019 ◽  
Vol 5 (3) ◽  
pp. 208-213 ◽  
Author(s):  
Erin Mathieu ◽  
Anagha Killedar ◽  
Tim Driscoll
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Discussion Board ◽  
Online Students ◽  
Face To Face ◽  
Online Mode ◽  
Recorded Lecture ◽  
Instructor Interaction ◽  
Study Mode ◽  
Performance Results

Studies regarding the effectiveness of online learning compared with that of face to face (F2F) learning are conflicting. Some studies show students studying online have better outcomes, some show they have worse outcomes, and others show there is no difference. This retrospective cohort study compares competence in epidemiological concepts at the end of a graduate unit between Masters of Public Health students who studied F2F and those who studied online. In this unit, F2F students attended a 1-hour lecture (which was recorded) and a 2-hour tutorial each week. Online students listened to the recorded lecture and covered the same tutorial material through a facilitated asynchronous discussion board or a weekly synchronous 2-hour webinar. Students completed the same optional in-semester assignment and end of semester open-book exam. The results from 442 students (55% F2F) who completed the unit between 2015 and 2018 inclusive were included. The analysis compared final unit marks, controlling for prior academic performance. Results indicate that competence was reasonable in both formats of the unit but higher in F2F students, who after adjustment for prior degree academic performance achieved an average of 4.6 (95% confidence interval [2.2, 7.1]) more marks than online students. The better performance for F2F students was particularly true for students with poorer prior academic performance. These results suggest that F2F mode was more effective than online mode, particularly for students with a lower prior academic performance. Course instructors could usefully focus on enhancing student–instructor interaction and targeting students with lower academic ability when delivering online units of study.

One to One and Face to Face: A Community Based Higher Education Support Strategy Retaining Indigenous Australian University Students

2008 ◽  
Vol 37 (1) ◽  
pp. 28-39 ◽  
Author(s):  
Peta Sharrock ◽  
Helen Lockyer
Keyword(s):  
Higher Education ◽  
Retention Rates ◽  
Delivery Mode ◽  
Community Based ◽  
Indigenous Australian ◽  
Indigenous Students ◽  
Face To Face ◽  
Support Strategy ◽  
University Of Technology ◽  
Education Support

AbstractLiterature relating to Indigenous Australian students in higher education highlights the need for improving the retention rates of Indigenous students in Australian universities. A cause for concern has been the increasing numbers of Indigenous Australian people experiencing lower progress and completion rates in comparison to non-Indigenous students. The literature suggests that flexible course delivery is a strategy for improving retention rates and participation. This research extends knowledge relating to the effectiveness of providing courses in flexible delivery mode as a retention strategy in Indigenous higher education. It investigates the “reverse block visit” component of a flexi-mode course delivered by the Centre for Aboriginal Studies at Curtin University of Technology in Perth, Western Australia. Initial findings suggest that this community based support strategy may be impacting positively on risk factors contributing to students withdrawing from their studies. Further research is required to explore the validity of this initial data and how the “reverse block visit” from Centre staff may be working to help students to decide to continue studying.

Performance on tests of economic literacy: A comparison of face-to-face with online instruction

First Monday ◽  
2006 ◽  
Author(s):  
Frank P. Albritton Jr.
Keyword(s):  
Community College ◽  
Student Achievement ◽  
Student Performance ◽  
College Level ◽  
Economic Literacy ◽  
Online Questionnaire ◽  
Online Delivery ◽  
Face To Face ◽  
Considerable Research ◽  
Online Format

Does taking a college level course in the principles of economics improve economic literacy? While there is debate on whether courses in the principles of economics as taught at colleges and universities improve general economic literacy, more and more of these courses are being taught online. There has been considerable research in other subjects as to whether there is a difference in student performance dependent upon whether the courses was taken in a traditional face–to–face format or online. However, in the critically important subjects dealt with in the principles of economics, there has been discussion but little research conducted about whether online delivery is equivalent in terms of student achievement to the traditional face–to–face delivery. The purpose of this paper is to determine if there is a difference in the performance of students, as measured by economic literacy, between students taking a course in the principles of economics using a face–to–face versus online format. The data was collected using an online questionnaire over two semesters at a community college and analyzed using SPSS, version 12.

scholarly journals Improving Learning in a Traditional, Large-Scale Science Module with a Simple And Efficient Learning Design

2014 ◽  
Vol 17 (2) ◽  
pp. 143-159
Author(s):  
Mikkel Godsk
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Student Performance ◽  
Teaching And Learning ◽  
Large Scale ◽  
Political Agenda ◽  
Learning Design ◽  
Face To Face ◽  
Online Activities ◽  
The Impact

Abstract This article presents the experiences and results of using a simple learning design for transforming a traditional, large-scale, face-to-face science module in calculus into blended learning where all face-to-face lectures were replaced by webcasts and online activities. The article presents the impact on teaching and learning in terms of how the teacher and the students used the materials and the impact on the students’ performance and satisfaction. The article concludes that replacing face-to-face lectures with webcasts and online activities has the potential to improve learning in terms of a better student performance, higher student satisfaction, and a higher degree of flexibility for the students. In addition, the article discusses implications of using learning design for educational development, how learning design may help breaking with the perception that facilitating blended learning is a daunting process, and, ultimately, its potential for addressing some of the grand challenges in science education and the political agenda of today

scholarly journals A Large Sample Comparison of Grade Based Student Learning Outcomes in Online vs. Face-to-Face Courses

2015 ◽  
Vol 19 (2) ◽  
Author(s):  
Joseph Cavanaugh ◽  
Stephen J Jacquemin
Keyword(s):  
Online Education ◽  
Learning Outcomes ◽  
Student Performance ◽  
Large Scale ◽  
Online Courses ◽  
Cumulative Effect ◽  
Small Samples ◽  
Education Professionals ◽  
Face To Face ◽  
Course Format

Comparisons of grade based learning outcomes between online and face-to-face course formats have become essential because the number of online courses, online programs and institutional student enrollments have seen rapid growth in recent years. Overall, online education is largely viewed by education professionals as being equivalent to instruction conducted face-to-face. However, the research investigating student performance in online versus face-to-face courses has been mixed and is often hampered by small samples or a lack of demographic and academic controls. This study utilizes a dataset that includes over 5,000 courses taught by over 100 faculty members over a period of ten academic terms at a large, public, four-year university. The unique scale of the dataset facilitates macro level understanding of course formats at an institutional level. Multiple regression was used to account for student demographic and academic corollaries—factors known to bias course format selection and grade based outcomes—to generate a robust test for differences in grade based learning outcomes that could be attributed to course format. The final model identified a statistical difference between course formats that translated into a negligible difference of less than 0.07 GPA points on a 4 point scale. The primary influence on individual course grades was student GPA. Interestingly, a model based interaction between course type and student GPA indicated a cumulative effect whereby students with higher GPAs will perform even better in online courses (or alternatively, struggling students perform worse when taking courses in an online format compared to a face-to-face format). These results indicate that, given the large scale university level, multi course, and student framework of the current study, there is little to no difference in grade based student performance between instructional modes for courses where both modes are applicable.

scholarly journals Exploring Hybrid Teaching Methods for Hispanic Agricultural Workers

2017 ◽  
Vol 27 (5) ◽  
pp. 695-699
Author(s):  
Gilberto Uribe ◽  
Luisa Santamaria
Keyword(s):  
Student Performance ◽  
English Language ◽  
Course Delivery ◽  
Agricultural Workers ◽  
Extension Programs ◽  
Delivery Method ◽  
Face To Face ◽  
Language Extension ◽  
Hybrid Teaching ◽  
Training Opportunities

Growing demand for appropriate training opportunities for Oregon’s increasingly scarce agricultural workers continues to outpace extension’s available time and resources. New, more efficient, and innovative ways of reaching this audience must be explored to better fill the need and demand. Hybrid teaching, which refers to course delivery through a blend of traditional, face-to-face teaching, along with online instruction outside of the classroom, is being implemented in some English-language extension programs. A hybrid pesticide training course was designed and delivered in Spanish over the course of 4 weeks to nursery and landscape workers in Oregon to assess their reception of hybrid teaching. The delivery method was very well received and the students showed interest in taking more courses offered in a hybrid format. Initial and final practice exams included in the course were used to assess student performance and showed significant improvement from the students who completed the course. One student became certified and licensed to apply pesticides in the Oregon.

scholarly journals Student Performance Comparison between Face-to-Face and Online Instructional Delivery Modalities – A Case Study Using an Introductory MIS Course

2015 ◽  
Vol 3 (11) ◽  
pp. 149-151
Author(s):  
Enrique G. Zapatero ◽  
Jim Chen
Keyword(s):  
Student Performance ◽  
Instructional Delivery ◽  
Performance Comparison ◽  
Delivery Mode ◽  
Course Performance ◽  
Face To Face ◽  
Delivery Modes ◽  
Course Grades ◽  
The Impact

An analysis of 177 students at an AACSB-accredited university explores the impact of the instructional delivery mode used on students’ course performance. A comparison of students’ performance as measured by final course grades earned is analyzed to determine the impact (or lack of it) of face-to-face versus online instructional delivery modes, holding all other variables constant.

scholarly journals Teaching English as a Second Language in Vietnam: Transitioning from the Traditional Learning Approach to the Blended Learning Approach

2021 ◽  
Vol 124 ◽  
pp. 01003
Author(s):  
Ho Thi Thao Nguyen ◽  
Subarna Sivapalan ◽  
Pham Hung Hiep ◽  
Pham Thi Van Anh ◽  
Nguyen Thi Mai Lan
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Online Survey ◽  
English Language ◽  
English Language Teaching ◽  
Traditional Learning ◽  
Learning Approach ◽  
Full Time ◽  
Face To Face ◽  
Class Time

Although blended learning (BL) has been utilized in English language teaching globally for the past few decades, it is a new phenomenon in the Vietnamese context. Little research has been done to simultaneously investigate how students and lecturers perceive blended learning implementation for English as a foreign language (EFL) teaching and learning in Vietnam, particularly within the higher education context. This study thus aims to investigate lecturers’ and students’ perspectives on BL implementation in an English Fundamentals course at a polytechnic in Hanoi, Vietnam. Data was collected via an online survey of 1500 non-English majors in the Fall 2019 semester and via interviews with 5 full-time EFL lecturers. The findings revealed that lecturers and students had positive perceptions of BL. For lecturers, the implementation of BL impacted their teaching approach and shifted the teaching of grammar and vocabulary from face-to-face to self-studying grammar and vocabulary using online lessons, devoting more in-class time to practicing speaking. Students meanwhile revealed that BL helped them develop self-autonomy of learning.

scholarly journals Comparing Student Performance in Online and Face-to-face Delivery Modalities

2014 ◽  
Vol 18 (1) ◽  
Author(s):  
Jeffrey L Helms
Keyword(s):  
Student Performance ◽  
Online Courses ◽  
Grade Point Averages ◽  
Lower Grade ◽  
Online Students ◽  
Grade Point ◽  
Face To Face ◽  
Psychology Course ◽  
Course Variables ◽  
The University

The purpose of the research was to compare student performance in an online or face-to-face (F2F) required Psychology course on three distinct sets of variables (i.e., pre-course, course, and post-course variables). Analyses revealed mixed significant and nonsignificant results. Students did not differ in terms of such variables as hours transferred to the university from prior schools, total hours earned toward their degrees, and number of hours currently attempted. However, online students had significantly lower grade point averages, missed significantly more grade opportunities, and were significantly more likely to fail the course compared to their F2F counterparts. These and other results are discussed in relation to potentially developing a different lens through which to view student performance in online courses.

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