Online and in the Classroom: The Numbers and What They Might Mean.
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| Title: | Online and in the Classroom: The Numbers and What They Might Mean. |
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| Language: | English |
| Authors: | Ryan, William J. |
| Peer Reviewed: | N |
| Page Count: | 23 |
| Publication Date: | 2002 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Academic Achievement, Community Colleges, Comparative Analysis, Distance Education, Educational Technology, Nontraditional Education, Online Courses, Telecourses, Two Year Colleges, Virtual Classrooms, Web Based Instruction |
| Abstract: | This project started as a pilot study that examined and evaluated a single course that was delivered during the 1999-2000 academic year in a traditional lecture-based section, as well as in a telecourse section and a Web-based section. The hypothesis of the study was that there was no significant difference between the three courses in terms of performance as measured by overall final course grade, and attitude as measured by survey response. After the pilot year, the research was expanded to include all distance courses offered during the 2000-2001 academic year, but only in order to compare attrition rates and overall class grade point averages (GPAs). Students enrolled in Math 155 (Introduction to Statistics) at Lakeland Community College (LCC) (Ohio) in 1999-2000 and who completed the pre-test and the final exam were studied. The 78 students were 41% male, 59% female, and 40% traditional age, 60% non-traditional age. Research question one explored whether there would be a significant difference in student achievement, with regard to the instructional delivery method, as measured by overall final course grade. The results indicated no significant difference, and that there was no harm to the learner in institutions using alternative instructional delivery systems. The study asked a total of five research questions. )(Contains 74 references.) (NB) |
| Entry Date: | 2003 |
| Accession Number: | ED467851 |
| Database: | ERIC |
| Abstract: | This project started as a pilot study that examined and evaluated a single course that was delivered during the 1999-2000 academic year in a traditional lecture-based section, as well as in a telecourse section and a Web-based section. The hypothesis of the study was that there was no significant difference between the three courses in terms of performance as measured by overall final course grade, and attitude as measured by survey response. After the pilot year, the research was expanded to include all distance courses offered during the 2000-2001 academic year, but only in order to compare attrition rates and overall class grade point averages (GPAs). Students enrolled in Math 155 (Introduction to Statistics) at Lakeland Community College (LCC) (Ohio) in 1999-2000 and who completed the pre-test and the final exam were studied. The 78 students were 41% male, 59% female, and 40% traditional age, 60% non-traditional age. Research question one explored whether there would be a significant difference in student achievement, with regard to the instructional delivery method, as measured by overall final course grade. The results indicated no significant difference, and that there was no harm to the learner in institutions using alternative instructional delivery systems. The study asked a total of five research questions. )(Contains 74 references.) (NB) |
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