Learning Outcomes in an Online vs Traditional Course
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| Title: | Learning Outcomes in an Online vs Traditional Course |
|---|---|
| Language: | English |
| Authors: | Stack, Steven |
| Source: | International Journal for the Scholarship of Teaching and Learning. Jan 2015 9(1). |
| Availability: | Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Online Courses, Conventional Instruction, Educational Technology, Technology Uses in Education, Criminology, College Students, Scores, Standardized Tests, Teaching Methods, Comparative Analysis, Student Attitudes, Grades (Scholastic), Student Surveys |
| ISSN: | 1931-4744 |
| Abstract: | Relative enrollment in online classes has tripled over the last ten years, but the efficacy of learning online remains unclear. While two recent Meta analyses report higher exam grades for online vs. traditional classes, this body of research has been marked by two recurrent limitations: (1) a possible problem of selection bias wherein students self select the mode of course delivery and (2) a relative lack of proctoring of exams in online sections. Both of these confounders contribute to observed differences in performance. The present study addresses these limitations. Data refer to 64 students enrolled in criminology classes at a Carnegie research extensive university. Due to an administrative error in the course schedule, which failed to list one section as online, students were unable to self select into the online section, creating a rare opportunity for quasi randomization of students into sections. Both sections were taught by the same instructor. The dependent variable is the score on the standardized final examination. All exams were proctored by the instructor. The central independent variable is method of delivery of content: online vs. the traditional classroom. Controlling for other constructs, there was no significant difference between exam scores. Also, student evaluations did not differ between sections. Controlling for selection effects and the proctoring of exams, the academic performance of online students was the same as that of traditional students. Future work is needed for other courses, other fields, and other types of academic institutions. |
| Abstractor: | As Provided |
| Number of References: | 16 |
| Entry Date: | 2017 |
| Accession Number: | EJ1134653 |
| Database: | ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Learning Outcomes in an Online vs Traditional Course – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Stack%2C+Steven%22">Stack, Steven</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Journal+for+the+Scholarship+of+Teaching+and+Learning%22"><i>International Journal for the Scholarship of Teaching and Learning</i></searchLink>. Jan 2015 9(1). – Name: Avail Label: Availability Group: Avail Data: Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 20 – Name: DatePubCY Label: Publication Date Group: Date Data: 2015 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Conventional+Instruction%22">Conventional Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Criminology%22">Criminology</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Standardized+Tests%22">Standardized Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Grades+%28Scholastic%29%22">Grades (Scholastic)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Surveys%22">Student Surveys</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1931-4744 – Name: Abstract Label: Abstract Group: Ab Data: Relative enrollment in online classes has tripled over the last ten years, but the efficacy of learning online remains unclear. While two recent Meta analyses report higher exam grades for online vs. traditional classes, this body of research has been marked by two recurrent limitations: (1) a possible problem of selection bias wherein students self select the mode of course delivery and (2) a relative lack of proctoring of exams in online sections. Both of these confounders contribute to observed differences in performance. The present study addresses these limitations. Data refer to 64 students enrolled in criminology classes at a Carnegie research extensive university. Due to an administrative error in the course schedule, which failed to list one section as online, students were unable to self select into the online section, creating a rare opportunity for quasi randomization of students into sections. Both sections were taught by the same instructor. The dependent variable is the score on the standardized final examination. All exams were proctored by the instructor. The central independent variable is method of delivery of content: online vs. the traditional classroom. Controlling for other constructs, there was no significant difference between exam scores. Also, student evaluations did not differ between sections. Controlling for selection effects and the proctoring of exams, the academic performance of online students was the same as that of traditional students. Future work is needed for other courses, other fields, and other types of academic institutions. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: Ref Label: Number of References Group: RefInfo Data: 16 – Name: DateEntry Label: Entry Date Group: Date Data: 2017 – Name: AN Label: Accession Number Group: ID Data: EJ1134653 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 20 Subjects: – SubjectFull: Online Courses Type: general – SubjectFull: Conventional Instruction Type: general – SubjectFull: Educational Technology Type: general – SubjectFull: Technology Uses in Education Type: general – SubjectFull: Criminology Type: general – SubjectFull: College Students Type: general – SubjectFull: Scores Type: general – SubjectFull: Standardized Tests Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Comparative Analysis Type: general – SubjectFull: Student Attitudes Type: general – SubjectFull: Grades (Scholastic) Type: general – SubjectFull: Student Surveys Type: general Titles: – TitleFull: Learning Outcomes in an Online vs Traditional Course Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Stack, Steven IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2015 Identifiers: – Type: issn-electronic Value: 1931-4744 Numbering: – Type: volume Value: 9 – Type: issue Value: 1 Titles: – TitleFull: International Journal for the Scholarship of Teaching and Learning Type: main |
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