Engagement Dynamics in Information Technology Education: A Comparative Analysis of Online vs. Face-to-Face Instruction
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| Title: | Engagement Dynamics in Information Technology Education: A Comparative Analysis of Online vs. Face-to-Face Instruction |
|---|---|
| Language: | English |
| Authors: | Semiral Öncü, Merve Çolakoglu, Huseyin Colak |
| Source: | Journal of Educational Technology and Online Learning. 2024 7(3):321-333. |
| Availability: | Journal of Educational Technology and Online Learning. Necatibey Faculty of Education, Balikesir University, Balikesir, 10100, Turkey. Web site: https://dergipark.org.tr/en/pub/jetol |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Information Technology, Computer Science Education, In Person Learning, Electronic Learning, Distance Education, Comparative Testing, Learner Engagement, Academic Achievement, Gender Differences |
| ISSN: | 2618-6586 |
| Abstract: | The purpose of this study was to investigate whether taking a course online or face-to-face matters in terms of student engagement and achievement. Gender differences were also examined. The level of student engagement in an information technology course in a freshman sample from a school of education was surveyed and compared in two consecutive years where the course was taught online in the first year and face-to-face in the second year. There were a total of 129 students, 62 in the online mode and 67 in the face-to-face mode. Data were collected using a survey that included a student engagement scale, as well as midterm and final exams. Nonparametric analyses were used due to data with non-normal distributions for some of the dependent variables, with the Mann-Whitney U test being the main form of analysis for group comparisons. Regarding gender, female students who received face-to-face instruction lost interest in the course toward the final exams, as evidenced by significantly lower engagement scores for both active learning and paying attention. The results show that online versus face-to-face delivery of the computer science course can be more efficient in terms of student engagement, and a similar performance score as in the face-to-face mode can be achieved with less effort to be present at school. In addition, it is evident that female students need more support for greater engagement when the mode of delivery must be face-to-face. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1445599 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1445599 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1445599 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Engagement Dynamics in Information Technology Education: A Comparative Analysis of Online vs. Face-to-Face Instruction – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Semiral+Öncü%22">Semiral Öncü</searchLink><br /><searchLink fieldCode="AR" term="%22Merve+Çolakoglu%22">Merve Çolakoglu</searchLink><br /><searchLink fieldCode="AR" term="%22Huseyin+Colak%22">Huseyin Colak</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Technology+and+Online+Learning%22"><i>Journal of Educational Technology and Online Learning</i></searchLink>. 2024 7(3):321-333. – Name: Avail Label: Availability Group: Avail Data: Journal of Educational Technology and Online Learning. Necatibey Faculty of Education, Balikesir University, Balikesir, 10100, Turkey. Web site: https://dergipark.org.tr/en/pub/jetol – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 13 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – 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="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Technology%22">Information Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Science+Education%22">Computer Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22In+Person+Learning%22">In Person Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Testing%22">Comparative Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2618-6586 – Name: Abstract Label: Abstract Group: Ab Data: The purpose of this study was to investigate whether taking a course online or face-to-face matters in terms of student engagement and achievement. Gender differences were also examined. The level of student engagement in an information technology course in a freshman sample from a school of education was surveyed and compared in two consecutive years where the course was taught online in the first year and face-to-face in the second year. There were a total of 129 students, 62 in the online mode and 67 in the face-to-face mode. Data were collected using a survey that included a student engagement scale, as well as midterm and final exams. Nonparametric analyses were used due to data with non-normal distributions for some of the dependent variables, with the Mann-Whitney U test being the main form of analysis for group comparisons. Regarding gender, female students who received face-to-face instruction lost interest in the course toward the final exams, as evidenced by significantly lower engagement scores for both active learning and paying attention. The results show that online versus face-to-face delivery of the computer science course can be more efficient in terms of student engagement, and a similar performance score as in the face-to-face mode can be achieved with less effort to be present at school. In addition, it is evident that female students need more support for greater engagement when the mode of delivery must be face-to-face. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1445599 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1445599 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 321 Subjects: – SubjectFull: Undergraduate Students Type: general – SubjectFull: Information Technology Type: general – SubjectFull: Computer Science Education Type: general – SubjectFull: In Person Learning Type: general – SubjectFull: Electronic Learning Type: general – SubjectFull: Distance Education Type: general – SubjectFull: Comparative Testing Type: general – SubjectFull: Learner Engagement Type: general – SubjectFull: Academic Achievement Type: general – SubjectFull: Gender Differences Type: general Titles: – TitleFull: Engagement Dynamics in Information Technology Education: A Comparative Analysis of Online vs. Face-to-Face Instruction Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Semiral Öncü – PersonEntity: Name: NameFull: Merve Çolakoglu – PersonEntity: Name: NameFull: Huseyin Colak IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: issn-electronic Value: 2618-6586 Numbering: – Type: volume Value: 7 – Type: issue Value: 3 Titles: – TitleFull: Journal of Educational Technology and Online Learning Type: main |
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