scholarly journals A comparison of student performance and satisfaction between a traditional and integrative approach to teaching an introductory radiology course on the extremities

2019 ◽  
Vol 33 (1) ◽  
pp. 21-29 ◽  
Author(s):  
Fiona D. Jarrett-Thelwell ◽  
Jeanmarie R. Burke ◽  
Jean-Nicolas Poirier ◽  
Kristina Petrocco-Napuli
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Integrative Approach ◽  
Delivery Methods ◽  
Face To Face ◽  
Letter Grades ◽  
Laboratory Examinations ◽  
Method Student ◽  
Face To Face Instruction ◽  
Educational Delivery

Objective: The purpose of the study was to compare student performance and student satisfaction ratings for an introductory extremities radiology course taught using 2 different educational methods. Methods: One group of students was taught using a traditional face-to-face instruction method, and the other group received an integrative blended-learning approach. A multivariate analysis of scores on lecture and laboratory examinations was performed to detect differences in student performance between the 2 methods. An independent t test was performed to compare the final course averages between the 2 methods. χ2 Analysis was used to compare the distribution of letter grades and levels of satisfaction between the 2 groups. Results: Test scores were higher for the integrative approach than for the traditional face-to-face method (p < .05). However, the differences were not meaningful, as the greatest improvement in correct responses was only for 2 questions. Students appeared to be more satisfied with the integrative approach when compared to the traditional method (p < .05). Conclusion: Student satisfaction with the educational delivery methods in an introductory extremities radiology course using an integrative approach was greater than for the traditional face-to-face instruction method. Student performance was similar between the 2 cohorts.

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

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.

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.

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.

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 COMPARING STUDENT PERFORMANCE: ONLINE VERSUS BLENDED VERSUS FACE-TO-FACE

2019 ◽  
Vol 13 (1) ◽  
Author(s):  
David K. Larson ◽  
Chung-Hsien Sung
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Management Information Systems ◽  
Faculty Satisfaction ◽  
Learning Effectiveness ◽  
Online Delivery ◽  
Final Grade ◽  
Face To Face ◽  
Delivery Modes ◽  
Significant Difference

The purpose of this research was to perform a three way comparison of delivery modes for an introductory Management Information Systems course to determine if there existed a difference in student success among the delivery modes. The research compares student exam and final grade results in this class that was taught by the same instructor using face-to-face, blended and online delivery modes. An Analysis of Variance test was used on the exam and final grade data to determine if a significant difference existed. Additionally, a discussion of this class in relation to student satisfaction, learning effectiveness and faculty satisfaction is presented. This research demonstrates that there is no significant difference among delivery modes. Additionally, blended and online modes for this class do very well when measuring student satisfaction, learning effectiveness and faculty satisfaction.

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.

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

2018 ◽  
pp. 1-19
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.

Blended Learning in Principles of Marketing: The Effects of Student Differences on Student Performance

2021 ◽  
pp. 027347532110583
Author(s):  
Joseph P. Cannon ◽  
Ritu Lohtia ◽  
Brianna JeeWon Paulich
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Individual Factors ◽  
Student Effort ◽  
Face To Face ◽  
Factors Influencing ◽  
Improve Student Performance ◽  
Student Differences ◽  
Face To Face Instruction ◽  
Test Individual

Blended learning, which combines the benefits of both online learning and face-to-face instruction, is becoming popular in higher education. Despite its increase in application, there is limited research on the mechanisms to improve student performance in blended learning courses. This article aims to identify and empirically test individual factors influencing student performance in an introductory marketing course offered in a blended learning format. Through two surveys conducted during the semester at two large, public business schools, we find that metacognitive regulation, metacognitive knowledge, and student effort enhance student performance in blended learning courses. We also find that self-efficacy and course-specific attitudes affect metacognition and student effort. Based on the results, we provide practical strategies to design blended learning courses that improve student performance.

scholarly journals A Comparison Of Student Outcomes And Student Satisfaction In Three MBA Human Resource Management Classes Based On Traditional Vs. Online Learning

2011 ◽  
Vol 5 (8) ◽  
Author(s):  
Jane Whitney Gibson
Keyword(s):  
Resource Management ◽  
Human Resource Management ◽  
Student Satisfaction ◽  
Student Performance ◽  
Human Resource ◽  
Private University ◽  
Discussion Boards ◽  
Face To Face ◽  
The Face ◽  
Online Format

The author taught three MBA Human Resource Management classes in the spring term of              2007 at a large private university in Florida. Two of the classes were taught in a 100% online format while the third was taught off campus in a university-owned building in Orlando where students met in a face-to-face, weekend setting. This traditional class was augmented by a WebCT classroom where students posted assignments, did exams, and communicated via email and discussion boards in the interims between classes. Comparisons were made regarding student performance and student satisfaction. In both areas, students in the face-to-face class scored just slightly better than their online counterparts.

scholarly journals Assignment Of Grades And Student Performance In A Hybrid Operations Management Course: What Works And Ideas For Improvements

2008 ◽  
Vol 5 (3) ◽  
Author(s):  
Lisa M. Houts ◽  
James C. Taylor
Keyword(s):  
Student Performance ◽  
Operations Management ◽  
Production Management ◽  
Final Exam ◽  
Exact Test ◽  
Hybrid Course ◽  
Face To Face ◽  
Lecture Instruction ◽  
Face To Face Instruction ◽  
Chi Square Analysis

The production and operations management class offered at California State University, Fresno underwent a transformation from being a four-unit, face-to-face course to a hybrid course.  This hybrid course, which is required for all students in the Craig School of Business, includes two units of face-to-face instruction each week, with some coverage of conceptual material as well as review and practice of the mathematical material presented online.   There are also two units of online streaming lecture instruction created and delivered by the course coordinator covering primarily quantitative material with some coverage of conceptual material for some chapters.  This second component translates into about ten hours of online related activities during the week for the students, requiring a large amount of self-discipline as they study and learn complex mathematical concepts applied to production management.  Students are expected to work through this material and complete corresponding quantitative worksheets prior to coming to class.  This paper compares the proportions of assigned grades of 116 students in four sections of the hybrid production and operations management class in the fall of 2006 to the proportions of assigned grades of 76 students in three sections of the course conducted in the spring of 2001, one of the last semesters that it was taught entirely in the classroom.  Changes that have taken place in the delivery of the course will be described, as well as suggestions for making the instructor’s delivery of the course more effective in the future.  Fisher’s exact test and chi-square analysis will be performed to determine if there was a significant change in the proportions of assigned grades between the face-to-face format and the hybrid course.  One item of particular interest is the proportion of assigned grades on the comprehensive, final exam, the content of which was virtually the same in 2001 as in 2006.  Thus, it provides a consistent measure of the students’ overall understanding of both conceptual and mathematical material at the end of the semester. 

Sign in / Sign up

Export Citation Format

Share Document