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Author: Kristin Elizabeth Davidson
Publisher:
ISBN:
Category :
Languages : en
Pages : 155
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Book Description
Online education in the United States has seen dramatic growth for the past decade, outpacing any other growth in higher education. The concurrent mixed-methods study that was conducted for this research used data from a survey geology course taught in both environments, online and traditional face-to-face. The quantitative research focused on comparing student performance in an online course relative to the same face-to-face course, while the qualitative research investigated how students described their experiences taking an online class. Previous work in online education has been limited by relatively small sample sizes, conducting studies over just one semester, comparing dissimilar courses in one study, considering few of the STEM disciplines, and, of the limited studies with GPA as a covariate, using self-reported GPA rather than actual GPA. The quantitative analysis of this study compared student performance in online (N=171) and face-to face (N=1266) environments using data from the same STEM class over five years, with actual GPA as the covariate. ANCOVAs were calculated, and results showed that, overall, students performed better in the face-to-face class than in the online class, and this difference was more pronounced with students whose GPAs were 3.0 and lower. OLS regression was also conducted to identify predictors contributing to student success in the online classroom – GPA, course load, and student credit hours were the only significant factors predicting online performance. For the qualitative component of this study, issues related to student satisfaction were explored by conducting a focus group from four students enrolled in the online STEM course. Themes emerging from the discussion included interaction, technology, self-regulated learning practices, convenience, and course structure, with interaction as the most prominent theme. These findings help to explain the quantitative findings of why students with higher GPAs perform better – they do so, in part, because they have frequent interaction with the content despite the negative impact of the distance-based environment. Research, such as this study, is important in that identifying effective pedagogy promotes learning, particularly when the learning is done at a distance such as the online environment.
Author: Kristin Elizabeth Davidson
Publisher:
ISBN:
Category :
Languages : en
Pages : 155
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Book Description
Online education in the United States has seen dramatic growth for the past decade, outpacing any other growth in higher education. The concurrent mixed-methods study that was conducted for this research used data from a survey geology course taught in both environments, online and traditional face-to-face. The quantitative research focused on comparing student performance in an online course relative to the same face-to-face course, while the qualitative research investigated how students described their experiences taking an online class. Previous work in online education has been limited by relatively small sample sizes, conducting studies over just one semester, comparing dissimilar courses in one study, considering few of the STEM disciplines, and, of the limited studies with GPA as a covariate, using self-reported GPA rather than actual GPA. The quantitative analysis of this study compared student performance in online (N=171) and face-to face (N=1266) environments using data from the same STEM class over five years, with actual GPA as the covariate. ANCOVAs were calculated, and results showed that, overall, students performed better in the face-to-face class than in the online class, and this difference was more pronounced with students whose GPAs were 3.0 and lower. OLS regression was also conducted to identify predictors contributing to student success in the online classroom – GPA, course load, and student credit hours were the only significant factors predicting online performance. For the qualitative component of this study, issues related to student satisfaction were explored by conducting a focus group from four students enrolled in the online STEM course. Themes emerging from the discussion included interaction, technology, self-regulated learning practices, convenience, and course structure, with interaction as the most prominent theme. These findings help to explain the quantitative findings of why students with higher GPAs perform better – they do so, in part, because they have frequent interaction with the content despite the negative impact of the distance-based environment. Research, such as this study, is important in that identifying effective pedagogy promotes learning, particularly when the learning is done at a distance such as the online environment.
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: Badrul Huda Khan
Publisher: Educational Technology
ISBN: 9780877782964
Category : Computers
Languages : en
Pages : 488
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Book Description
A cutting edge collection of 59 essays solicited from Web-based instructors offering a variety of perspectives, notions, and experiences in the practice of virtual teaching. The compendium introduces the evolution and status of distance learning, critical issues in Web-based learning environments such as the similarities and differences between Web-based and traditional classrooms, specific discussions on designing learning activities and electronic textbooks, an evaluation of delivery systems for instruction, and case studies of Web-based courses from kindergarten and beyond to the instruction of literature, astronomy, and foreign languages. Includes illustrations. Annotation copyrighted by Book News, Inc., Portland, OR
Author: Leah Flores Goerke
Publisher:
ISBN: 9781585662814
Category : Military education
Languages : en
Pages :
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Book Description
Instructors at a provider of military continuing education courses transitioned traditional classroom leadership courses to fully online and hybrid formats that combined online and face-to-face instruction. No evaluation of student satisfaction during the transition was conducted using research-based practices. The purpose of this mixed methods research study was to examine student satisfaction of traditional, hybrid and online delivery of two military continuing education courses using research-based practices. This empirical study was grounded in Malcolm S. Knowles, Elwood F. Holton III, and Richard A. Swanson's adult learning theory as well as Terry Anderson's and Gilly Salmon's online learning theories. Data from 96 course evaluations from students who completed traditional, online, and hybrid versions of two military continuing education courses were analyzed. Kruskal-Wallis analyses of variance tests were used to examine student satisfaction ratings for significant differences.--Provided by publisher.
Author: Baolong Fu
Publisher:
ISBN: 9780494972809
Category :
Languages : en
Pages :
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Book Description
Author: Ng, Eugenia M. W.
Publisher: IGI Global
ISBN: 1605668532
Category : Computers
Languages : en
Pages : 464
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Book Description
Comparative Blended Learning Practices and Environments offers in-depth analysis of new technologies in blended learning that promote creativity, critical thinking, and meaningful learning.
Author: Badrul Huda Khan
Publisher: IGI Global
ISBN: 1591406366
Category : Education
Languages : en
Pages : 424
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Book Description
"This book provides readers with a broad understanding of the emerging field of e-learning and also advises readers on the issues that are critical to the success of a meaningful e-learning environment"--Provided by publisher.
Author: Pedro Isaias
Publisher: Springer Nature
ISBN: 3030481905
Category : Education
Languages : en
Pages : 224
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Book Description
This book is to explores a variety of facets of online learning environments to understand how learning occurs and succeeds in digital contexts and what teaching strategies and technologies are most suited to this format. Business, health, government and education are some of the core sectors of society which have been experiencing deep transformations due to a generalized digitalization. While these changes are not novel, the swift progress of technology and the rising complexity of digital environments place a focus on the need for further research and novel strategies. In the context of education, the promise of increased flexibility and broader access to educational resources is impelling much of higher education’s course offerings to online environments. The 21st century learner requires an education that can be pursued anytime and anywhere and that is more aligned with the demands of a digital society. Online education not only assists students to success-fully integrate a workforce that is increasingly digital, but it helps them to become more comfortable with the use of technology in general and, hence, more prepared to be prolific digital citizens. The variety of settings portrayed in this volume attest to the unlimited opportunities afforded by online learning and serve as valuable evidence of its benefit for students’ educational experience. Moreover, these research efforts assist a more comprehensive reflection about the delivery of higher education in the context of online settings.
Author: Richard E. Clark
Publisher: IAP
ISBN: 1617358126
Category : Education
Languages : en
Pages : 276
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Book Description
Richard Clark’s observation that “…media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition” is as misunderstood today as it was when first published in the Review of Educational Research in 1983. The convincing if little read scientific evidence presented by Clark has divided the field and caused considerable concern, especially among the providers of newer media for learning. A collection of writings about the “media effects debate,” as it has come to be called, was published in 2001. Edited by Clark, Learning From Media was the first volume in the series “Perspectives in Instructional Technology and Distance Education.” The series editors are convinced that the writings of Clark and those who take issue with his position are of critical importance to the field of instructional technology, Thus, a revised, second edition of Learning From Media is now being offered. The debate about the impact of media on learning remains a fundamental issue as new mediated approaches to teaching and learning are developed, and Clark’s work should be at the center of the discussion. The critical articles on both sides of this debate are contained in Learning From Media, 2nd Edition.
Author: Kyei-Blankson, Lydia
Publisher: IGI Global
ISBN: 1466649135
Category : Education
Languages : en
Pages : 519
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Book Description
Learning environments continue to change considerably and is no longer confined to the face-to-face classroom setting. As learning options have evolved, educators must adopt a variety of pedagogical strategies and innovative technologies to enable learning. Practical Applications and Experiences in K-20 Blended Learning Environments compiles pedagogical strategies and technologies and their outcomes that have been successfully applied in blended instruction. Highlighting best practices as elementary, secondary, and tertiary educational levels; this book is a vital tool for educators who teach or plan to teach in blended learning environments and for researchers interested in the area of blended education knowledge.
