Comparing Success Rates of Face-to-face, Hybrid, and Online Classes at a Small North Carolina Community College PDF Download
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Author: Don Miller
Publisher:
ISBN:
Category : Community college teaching
Languages : en
Pages : 144
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Book Description
While distance learning has grown in popularity, many question its efficacy because of low student success. Busy, time-starved community college students tend to flock to distance education courses because of their convenience and flexibility, but many have risk factors that makes it more likely that they won't be successful in their courses. Many faculty have been ambivalent about teaching distance education courses. While administrators see the cost savings of not having to use a physical classroom and the possibility of increased enrollment, some faculty are wary of losing the face-to-face interaction with students. Additionally, the teaching methods that work in a face-to-face class do not always work in a distance education course. This study compares the success rates of students in online, face-to-face and hybrid sections of gateway Math and English courses at a small North Carolina community college. The study also identifies barriers minority and non-traditional students face in taking distance education courses. The researcher used quantitative and qualitative methods in his researcher. He used an Informer report run by a college data analyst to compare the success rates of students by modality and demographic factors like race and age. The researcher used Chi Square goodness of fit and Fisher's exact tests to determine whether there were differences in student success according to modality or demographic group. He sent an e-mail survey to students who took online and hybrid sections of the gateway Math and English classes at the small North Carolina community college in fall 2018. The survey questions identified strengths and weaknesses of distance education courses and barriers that minority and non-traditional students face while taking these courses. Since the researcher is and administrator over distance education at his college, he will use his findings to help improve the program.
Author: Don Miller
Publisher:
ISBN:
Category : Community college teaching
Languages : en
Pages : 144
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Book Description
While distance learning has grown in popularity, many question its efficacy because of low student success. Busy, time-starved community college students tend to flock to distance education courses because of their convenience and flexibility, but many have risk factors that makes it more likely that they won't be successful in their courses. Many faculty have been ambivalent about teaching distance education courses. While administrators see the cost savings of not having to use a physical classroom and the possibility of increased enrollment, some faculty are wary of losing the face-to-face interaction with students. Additionally, the teaching methods that work in a face-to-face class do not always work in a distance education course. This study compares the success rates of students in online, face-to-face and hybrid sections of gateway Math and English courses at a small North Carolina community college. The study also identifies barriers minority and non-traditional students face in taking distance education courses. The researcher used quantitative and qualitative methods in his researcher. He used an Informer report run by a college data analyst to compare the success rates of students by modality and demographic factors like race and age. The researcher used Chi Square goodness of fit and Fisher's exact tests to determine whether there were differences in student success according to modality or demographic group. He sent an e-mail survey to students who took online and hybrid sections of the gateway Math and English classes at the small North Carolina community college in fall 2018. The survey questions identified strengths and weaknesses of distance education courses and barriers that minority and non-traditional students face while taking these courses. Since the researcher is and administrator over distance education at his college, he will use his findings to help improve the program.
Author: Myra Furr
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 144
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Book Description
The purpose of this study was to compare student success and completion rates of the traditional 16-week online semester course length to the accelerated 8-week online semester course length at a North Carolina community college. As online programs grow and the school looks to increase course offerings, research was conducted to determine if students are as successful in the 8-week course as they are in the 16-week course. -- This research was a quantitative comparative study, which compared the results of student success and completion rates in 1 humanities course and 1 social science course from fall 2010 through spring 2011. Specifically, the results examined the role of semester length as it pertains to student performance and completion. -- Descriptive statistics show that students in the 16-week online courses have a slightly higher success rate than students in the 8-week online courses; however, students in the 8-week online courses had a higher completion rate than students in the 16-week classes. ANOVA analyses show no statistically significant difference in success and completion rate for students in the 8-week versus the 16-week online course formats.
Author: Binh Thi Nguyen
Publisher:
ISBN: 9781267239310
Category :
Languages : en
Pages :
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Book Description
In recent years, advances in technology have significantly expanded educational delivery options. More innovative instructional formats and learning opportunities have materialized, and as a result, have provided richer and more meaningful didactic learning experiences for students (Garrison & Hanuka, 2004; Winters & Acevedo, 2005). Research done by the Sloan Consortium showed that two-thirds of all colleges and universities offer some variation of online classes, with the majority offering programs that are completely online (Allen & Seaman, 2007). Despite its fame, online instruction has yielded inconsistent results when trying to produce positive student outcomes. Partially born out of this result is the increasing popularity of the hybrid/blended classroom format, a teaching style that combines both face-to-face lecture and online tools to offer students a multitude of learning options. Because of the relative novelty of the blended learning platform, few studies have looked at its effectiveness compared to the purely online and traditional face-to-face teaching styles, and studies that have compared the 3 instructional formats have produced inconsistent results (Senn, 2008; Larson & Young, 2009). This quantitative study attempted to shed more light on whether there was a difference between the online, blended/hybrid, and traditional face-to-face instructional styles by comparing their retention rates and student performance (via end of semester grades) in 92 Psychology class sections at Santa Rosa Junior College, a Northern California Community College District, in the Fall 2010 and Spring 2011 semesters. Retention data and student grades for each class section were gathered from an archived database, managed by the Office of Institutional Research at this college district. Analyses of the data revealed there was a significant difference in student performance between the instructional formats. Average student grades were significantly higher in the online instructional mode than the blended/hybrid and traditional face-to-face teaching styles. Though not statistically significant, average grades in the blended classes were higher than the traditional classes. Comparison of retention rates across the 3 instructional modalities yielded no significant differences. All the formats produced a similar number of student dropouts. Because of the homogenous population (all Psychology classes in two semesters at one community college), it was recommended that this research be duplicated further to include a larger population size and with other types of classes from the same community college and/or a variety of other disciplines from other community colleges. It is important to note that while grades may be indicative of learning, they are not the only means to ascertain student performance. Thus, future studies might want to consider the use of alternative measures to determine student performance and success within various learning environments.
Author: Lori Bailey
Publisher:
ISBN:
Category :
Languages : en
Pages : 133
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Book Description
The this study examined courses taught within a single College of Education over six semeters to compare face-to-face, hybrid, and online instructional methods as related to student achievement, persistence, and satisfaction. Additionally, a comparison of key student characteristics including sex, race/ethnicity, and residency status was conducted. This study extends the existing literature supporting "no meaningful significant difference" between instructional delivery methods by specifically focusing on courses of similar curriculum as offered within the specific discipline of educational studies. The results reinforce that administrators and instructors should continue to expand access to courses through the flexibility of online and hybrid learning. However, as programs expand their course offerings, further investigation is warranted into the barriers to hybrid and online learning for certain groups of educational studies students within this institution, including women, Asians, and out-of-state residents.
Author: Bindu Ranaut
Publisher:
ISBN:
Category : Blended learning
Languages : en
Pages : 115
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Book Description
The study aimed to examine how the delivery format influences the success rate of course completion of students enrolled in online, blended, and F2F courses. It also aimed to determine any difference in the completion rate in online, blended, and on-ground developmental courses in English, math, and reading. A descriptive comparative quantitative research design with a theoretical framework based on Tinto's student persistence theory and Moor's Transactional Distance Theory (TDT) model was used in this study. The study analyzed archived data for the students enrolled in a south Florida community college in the developmental courses between the years 2016- 2020. This study's findings provided mixed results on the relationship between delivery methods and students' final grades in English, math, and reading developmental courses. As the findings indicate, a specific delivery method may be advantageous for students taking a particular course. The mixed results from this study highlighted the importance of consulting students, administrators, and teachers regarding the most appropriate delivery method for each course. Without proper planning, students who enroll in traditional F2F courses may miss out on the benefits of incorporating technologies in their learning process. Similarly, ineffective blended and online learning strategies may result in students' negative educational outcomes, especially in developmental mathematics and reading courses. The findings indicated that some delivery methods might not develop students effectively into functional and contributing members of society. The findings have highlighted the need for using the correct balance of F2F, online, and blended courses to increase students' likelihood of achieving optimal educational outcomes.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of this study was to determine the perceptions of chief academic officers (CAOs) and chief distance education officers (CDOs) regarding faculty satisfaction in areas of released time for training and course development, workload, overall support of distance education, and extra compensation. One-hundred-sixteen surveys were sent out by e-mail to all 58 community colleges in North Carolina. The data for this study came from the returned surveys. The combined return rate of surveys was 78%. The SAS Institute program procedures were used for the analysis of the data. An alpha level of .05 was used for all statistical analyses. Results of this study showed differences between the CAOs and CDOs regarding faculty satisfaction on key issues. One reason for this could be more frequent contact of faculty with CDOs than with the CAOs. Recommendations for further research include: 1. This study should be replicated in 2 to 3 years to ascertain what changes have occurred in North Carolina community colleges; 2. Similar comparative studies should be made regarding community colleges in other states; 3. Additional studies should be conducted in North Carolina to gather comments and concerns directly from faculty members. The following recommendations are made to improve distance education in North Carolina: 1. Adequate technology funding for distance education programs in North Carolina community colleges needs to be acquired; 2. A state formula should be developed to enable the sharing of FTE for community colleges in North Carolina that provide joint distance education programs; 3. Long-range plans for supporting and training faculty members and funding distance education programs should be developed in North Carolina community colleges; 4. Community colleges without written distance education policies should develop them; 5. Community college administrators should become better informed about the needs of distance education faculty members and programs; and 6. A state wide task-force needs to be developed to study the needs of distance education faculty members and programs in North Carolina.
Author: Jennifer Claire Scott
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 120
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Book Description
Community colleges have a significant role in preparing students for STEM-related careers through certificates, degrees, and transfers to four-year institutions. In addition, online education is a growing mode of higher education, particularly for community college students. However, community college and online students are both at a high risk of attrition and show a lower success rate for degree completion. The purpose of this study was to identify differences in attrition and success between students in online and in-person biology courses at Virginia community colleges. Also, this study addressed downstream effects of online education by examining course completion of second-semester biology students. A correlational research design was used to examine student success of general biology students enrolled online versus in-person. In this study, the predictor variable (i.e., delivery mode) was used with three criterion variables of interest: course attrition, successful course outcome, and successful course outcome of subsequent general biology course. A significant difference was detected between course attrition and successful course completion for first-semester biology online students versus in-person students. Online students showed a significantly greater probability of withdraw and significantly lower success than in-person students. However, there was no significant difference in successful course completion of second-semester biology students. As the development of online lab science courses continues, the quality of courses must be improved in order to close the achievement gap. Research comparing online and in-person courses should be continued to monitor the achievement gap as improvements are made. In addition, a study comparing student success in online lab science courses between 2-year community colleges and 4-year institutions is recommended.
Author: Paula B. Doherty
Publisher: Universal-Publishers
ISBN: 1581121067
Category : Education
Languages : en
Pages : 238
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Book Description
Little is known about student success in online learning environments, especially how the predisposing characteristics that the learner brings to the learning environment may differentially affect student outcomes. This study explored the question of whether a student's "readiness" to be a self-directed learner is a predictor of student success in an online community college curriculum. The specific goal of this investigation was to determine whether there was a significant relationship between self-directed learning readiness-as measured by Guglielmino's (1977) Self-Directed Learning Readiness Scale (SDLRS)- and student success-as measured by course completion, grade point average (GPA) and student satisfaction, the latter assessed by student responses to an opinion poll. The subjects of this study were community college students in the state of Washington, enrolled in one or more transfer-level online courses delivered via WashingtonONLINE (WAOL) during fall quarter 1999. Students who voluntarily chose to respond to two elective surveys comprised the study sample. A correlational research design was used to test the explanatory power of self-directed learning readiness and to describe the relationships between variables. Since this study was designed to test hypothesized relationships, the resulting correlation coefficients were interpreted in terms of their statistical significance. The expected outcome of this study was to confirm or disconfirm a statistically significant relationship between self-directed learning readiness and student success in an online community college curriculum. The findings of this study failed to achieve this outcome due to (1) the lack of statistical reliability of the SDLRS among the subject population; (2) the resulting lack of validity of the SDLRS among the study sample; (3) a nonresponse effect; and (4) a self-selection effect. The unanticipated outcome of this study was evidence that student perception of student/instructor interactions is a single variable predictor of student success among community college students in an online learning environment. Recommendations for further study include Web-specific research methodologies that address the potentially deleterious effects of nonresponse and self-selection in cyber-research environments and continued exploration of the multiple facets of student success in asynchronous learning domains.
Author: Kathleen Ruth Doole
Publisher:
ISBN:
Category :
Languages : en
Pages : 238
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Book Description
Keywords: instructional behaviors, distance learning, campus, online.
Author: Jane Marie Gibson
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 226
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Book Description
Online distance education classes and digital learning tools offer substantial advantages to both students and universities. Institutional benefits include the facilitation of student success in large classes, reducing university expenses, and perhaps even enhancing the students’ learning environment. Students benefit from the convenience of scheduling and reduced travel time and many researchers found no significant difference in student learning outcomes between face-to-face classes and online classes on an aggregate or summative level. However, other researchers question the academic success of some students enrolled in online classes based on certain demographic and academic characteristics, such as age, gender, ethnicity, socio-economic status (SES), and grade point average (GPA). Despite the role demographic factors may play in learning outcomes, limited research is available investigating whether the online learning modality is equally effective for students of different ages and ethnicities, men as compared to women, and previously high performing and low performing students. Much of the research related to online learning has limitations falling into two primary categories: studies comparing primarily face-to-face courses with online classes without including the analysis of hybrid learning; and studies that examine student outcomes at the aggregate level of success without outcomes broken out by specific demographic and academic characteristics. This research sought to remedy these important gaps by examining student learning outcomes in hybrid and online accounting classes based on demographic groupings. This study evaluated whether students’ demographic and academic characteristics, (i.e., their age, gender, race/ethnicity, SES, and GPA) mediated whether they were as successful in online versus hybrid classes. The most salient finding revealed in this study was the contrast in the students’ performance based on delivery modality. The results indicated that students earned almost 30 points higher in their final scores when they were enrolled in the hybrid classes in contrast to enrollment in the online classes. This difference in student scores based on delivery modality was found in almost every student demographic.
