Online or Face-to-Face: Do Mission-Related Student Learning Outcomes Differ?
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| Title: | Online or Face-to-Face: Do Mission-Related Student Learning Outcomes Differ? |
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| Authors: | Lang, Charlotte S.1 csvlang@gmail.com, Holzmann, Gwetheldene2, Hullinger, Hallett2, Miller, Mary Lou2, Norton, Timothy D.2 |
| Source: | Christian Higher Education. May/Jun2019, Vol. 18 Issue 3, p177-187. 11p. |
| Subject Terms: | *Decision making, *Curriculum planning, *Education students, Face-to-face communication |
| Company/Entity: | American Council on Education |
| Abstract: | This study investigated how an authentic assessment program was used to examine student learning outcomes within the context of a Christian university's institutional mission, core values, and distinctive qualities. For the purposes of this study, an authentic assessment program is defined as assessing student-produced work within the context of the institutional mission. A sample of 1,814 undergraduate students taking one or more general education courses at the university during the 2007–2009 academic years was examined for any significant differences in student learning outcomes. A univariate analysis of covariance (ANCOVA) indicated the Student Assessment System (SAS) scores for the online students were not significantly different from the SAS scores for the face-to-face (F2F) students after controlling for course grade. These results suggest that online students achieved the same critical mission-related educational outcomes that the university required of its F2F students. An implication of this finding is that the university just as effectively articulated its faith-based mission and vision to the online students as it did to its students taking classes F2F. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This study investigated how an authentic assessment program was used to examine student learning outcomes within the context of a Christian university's institutional mission, core values, and distinctive qualities. For the purposes of this study, an authentic assessment program is defined as assessing student-produced work within the context of the institutional mission. A sample of 1,814 undergraduate students taking one or more general education courses at the university during the 2007–2009 academic years was examined for any significant differences in student learning outcomes. A univariate analysis of covariance (ANCOVA) indicated the Student Assessment System (SAS) scores for the online students were not significantly different from the SAS scores for the face-to-face (F2F) students after controlling for course grade. These results suggest that online students achieved the same critical mission-related educational outcomes that the university required of its F2F students. An implication of this finding is that the university just as effectively articulated its faith-based mission and vision to the online students as it did to its students taking classes F2F. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15363759 |
| DOI: | 10.1080/15363759.2018.1460882 |
