Online and Technology-Enhanced Classroom Instruction: A Comparative Study of Student Achievement.
Saved in:
| Title: | Online and Technology-Enhanced Classroom Instruction: A Comparative Study of Student Achievement. |
|---|---|
| Language: | English |
| Authors: | Hyllegard, David, Burke, David M. |
| Peer Reviewed: | N |
| Page Count: | 33 |
| Publication Date: | 2002 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Access to Education, Community Colleges, Course Evaluation, Distance Education, Educational Assessment, Educational Technology, Nontraditional Education, Online Courses, Two Year Colleges, Virtual Classrooms, Web Based Instruction |
| Abstract: | This paper argues that--with the increasing use of enhanced, computer-based instructional technologies in education--studies that examine differences between distance and traditional classroom instruction by comparing a distance course with a regular classroom section of the same course are no longer appropriate. The author proposes methods that compare distance classes with face-to-face instruction enhanced with instructional technology. The study used data from spring and fall 2001 online and enhanced courses at the Borough of Manhattan Community College (BMCC) in New York. In total, there were 30 classes--18 online and 12 technology-enhanced--all of which were credit-bearing, college-level courses. The study found that students in both types of classes are similar, and are reflective of BMCC's student body. The majority of both groups are continuing students majoring in career programs. Both groups are enrolled in an average of nearly four courses, with online students typically taking one online course and three on-campus courses. Grades in the online courses approximate a bimodal distribution, with a large percentage of As (47%), very few Cs, and a substantial share of failing grades (21%). Grades in the enhanced courses are much closer to a normal distribution. (NB) |
| Entry Date: | 2003 |
| Accession Number: | ED468631 |
| Database: | ERIC |
| Abstract: | This paper argues that--with the increasing use of enhanced, computer-based instructional technologies in education--studies that examine differences between distance and traditional classroom instruction by comparing a distance course with a regular classroom section of the same course are no longer appropriate. The author proposes methods that compare distance classes with face-to-face instruction enhanced with instructional technology. The study used data from spring and fall 2001 online and enhanced courses at the Borough of Manhattan Community College (BMCC) in New York. In total, there were 30 classes--18 online and 12 technology-enhanced--all of which were credit-bearing, college-level courses. The study found that students in both types of classes are similar, and are reflective of BMCC's student body. The majority of both groups are continuing students majoring in career programs. Both groups are enrolled in an average of nearly four courses, with online students typically taking one online course and three on-campus courses. Grades in the online courses approximate a bimodal distribution, with a large percentage of As (47%), very few Cs, and a substantial share of failing grades (21%). Grades in the enhanced courses are much closer to a normal distribution. (NB) |
|---|
