A comparative study of student performance in traditional mode and online mode of learning

Abstract

There has been interest for many decades in comparing the effectiveness of technology-delivered instruction with traditional face-to-face teaching and measurable student outcomes have been an important indicator. Having pointed to salient aspects of the current academic environment and to some of the key literature in this area, this article analyses the performance of two groups of students studying in the traditional mode and the online mode in a masters program delivered by a Department of Computing at a university in Hong Kong. Over 2,000 students have participated in the study between 2000 and 2004. This article includes a comparison of the results between different delivery modes of study each year as well as between different classes over the 4-year period. Although traditional mode students have achieved a slightly better performance in examinations in comparison with online mode students, the article concludes that there are no significant differences in overall performance between the students. With the impact of technologies on higher education and the demands of a complex and rapidly changing society in the 21st century, this Hong Kong study contributes to the literature that finds mode of study is not a key determinant of success.

Development and Evaluation of the Blended LearningCourses at Sam Ratulangi University in Indonesia

“…On the other hand, there are almost 50% (n2=30) of students in the blended class who gained the highest grade (M2=8.03). The study revealed that there was a highly significant difference in academic achievement of students between conventional learning class and blended learning class (p<0.01) as conceived in [10], who found that traditional-mode students have achieved a slightly better performance in examinations in comparison with online-mode students.…”

An application of the performance-evaluation model for e-learning quality in higher education

“…The major forces driving its popularity are (1) the emergence of a worldwide communication network, with powerful computer technologies leading to a revolution in all sectors, including education; (2) the perception of e-learning as a solution to the cost and quality problems of universities (Selim, 2007); and (3) profound changes in the ways in which we work and live, which are necessitating a new concept of education for those who have irregular working schedules and both family and employment commitments (Marks, Sibley, & Arbaugh, 2005;Shen, Chung, Challlis, & Cheung, 2007). University students are becoming more diverse and the demand for e-learning courses is going up (Papp, 2000).…”

Comparing student acceptance and performance of online activities to classroom activities

“…As Shen, Chung, Challis, and Cheung [2] point out, researchers have been interested in comparing alternative forms of instructional delivery at least since the 1970s when print, audio, and video means were used to bring education to remote students. For a time, the "no significant difference phenomenon" described by Thomas Russell [7] was used to support the notion that technology-driven instruction was as effective as classroom-driven instruction.…”