A quasi-experimental study of three online learning courses in computing

Connolly, Thomas; MacArthur, Ewan; Stansfield, Mark; McLellan, Evelyn

doi:10.1016/j.compedu.2005.09.001

Cited by 86 publications

(38 citation statements)

References 12 publications

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“…Connolly et al (2005) have observed that some learners exhibit a cognitive preference for certain media. For example, the younger generation likes portability and are frustrated by technology that ties them to a specific location and studies show that they do not read as much as previous generations but prefer video, audio, and interactive media.…”

Section: Why Games-based Elearning?mentioning

confidence: 99%

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Using Interactive Technologies in Teaching an Online Information Systems Course

Connolly

Stansfield

2006

InSITE Conference

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AbstracteLearning has profoundly changed many aspects of society and, inevitably, it is having a significant impact on Higher Education, where it has now evolved from a marginal form of education to a commonly accepted alternative to traditional face-to-face education. The term can cover different delivery models ranging from courses that are delivered fully online (no face-to-face meetings) to courses that provide some face-to-face interaction and some online provision (sometimes called blended learning). Within this continuum interactive technologies can play a significant role in engaging the learner and providing a rich learning experience. This paper examines how different interactive technologies can be used to enrich the learning experiences of students with different learning styles. The theory is related to the teaching of Information Systems in a postgraduate MSc Management of eBusiness course that uses a range of interactive technologies.

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Section: Why Games-based Elearning?mentioning

confidence: 99%

“…We have discussed the development and evaluation of this course elsewhere (for example, Stansfield et al, 2004;Connolly et al, 2005). In this section, we discuss the initial structure of the online materials for the first few cohorts of this course.…”

Section: Applying Elearning To the Msc Management Of Ebusinessmentioning

confidence: 99%

Using Interactive Technologies in Teaching an Online Information Systems Course

Connolly

Stansfield

2006

InSITE Conference

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“…Nevertheless, few longitudinal studies of this nature exist that analyze data at different points in time (Connolly et al, 2007). Recent empirical evidence suggests that students' attitude, perception, and performance can differ over time (Kock et al, 2007;Qureshi & Vogel, 2000).…”

Section: Introductionmentioning

confidence: 99%

“…Connolly, MacArthur, Stansfield, and McLellan (2007) conducted a quasi-experimental study to investigate student performance in 3 masters-level computer courses that were developed and delivered in online and traditional formats. T he study spanned 3 years and included 4,684 participants.…”

Section: Introductionmentioning

confidence: 99%

A Longitudinal Analysis of the Effects of Instructional Strategies on Student Performance in Traditional and E-Learning Formats

Sweat-Guy

Wishart²

2008

IISIT

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As more and more colleges and universities offer courses designed in the e-learning format, quality of instruction and student performance are becoming, progressively more, issues that need to be addresse d. T his study is an attempt to add to the literature on student performance in traditional and e-learning environments as well as exploring student-centered and learner-centered as an instructional strategy. A causal-comparative design was chosen for this study to examine the effects of instructional strategies on student performance in two upper-level core business courses developed in both traditional and e-learning formats. T he study spanned 3 years, beginning fall 2004 through spring 2007 and participants included 293 declared business majors who were enrolled in various sections of Organizational Behavior and International Management courses during the study period. Data analyses revealed non significant differences in student performance based on delivery method and course. However, quite the reverse was found when examining student performance against instructional strategies.

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“…[12][13][14][15][16][17][18][19][20][21][22][23][24] A 2010 meta-analysis released by the US Department of Education, which included a systematic search for experimental or quasi-experimental studies of the effectiveness of online learning published in the literature from 1996 to 2008, concluded that "on average, students in online learning conditions performed better than those receiving face-toface instruction." 4 However, subsequent meta-analysis argued that the report does not pertain to fully online, semester-length college courses.…”

Section: Introductionmentioning

confidence: 99%

Work in Progress: Creating Alternative Learning Strategies for Transfer Engineering Programs

Enriquez¹,

Dunmire²,

Rebold³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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Nick Rentsch is an adjunct professor of physics, engineering, and computer science at Cañada College, Skyline College, and San Francisco State University. He received his M.S. degree from San Francisco State University in embedded electrical engineering and computer systems. His technical interests include embedded control, electronic hardware design, analog audio electronics, digital audio signal processing, and sound synthesis and electronics for musical applications. His educational research interests include technology-enhanced instruction and the development of novel instructional equipment and curricula for enhancing academic success in science and engineering. Ms. Eva Schiorring, EduData4ActionEva Schiorring has almost two decades of experience in research and evaluation and special knowledge about STEM education in community colleges and four-year institutions. Ms. Schiorring presently serves as the external evaluator for three NSF-funded projects that range in scope and focus from leadership development to service learning and experimentation with alternative delivery, including online lab courses. Ms. Schiorring is also evaluating a project that is part of the California State University system's new initiative to increase first year persistence in STEM. In 2014, Ms. Schiorring was one of the first participants in the NSF's Innovation-CORPS (I-CORPS), a two-month intensive training that uses an entrepreneurship model to teach participants to achieve scalable sustainability in NSF-funded projects. Past projects include evaluation of an NSF-funded project to improve advising for engineering students at a major state university in California. Ms. Schiorring is the author and co-author of numerous papers and served as project lead on a major study of transfer in engineering. Ms. Schiorring holds a Master's Degree in Public Policy from Harvard University. (CALSTEP). The project aims to strengthen community college engineering programs using distance education and other alternative delivery strategies that will enable small-to-medium community college engineering programs to support lower-division engineering courses that students need to be competitive for transfer to four-year engineering programs. Funded by a three-year grant through the National Science Foundation Improving Undergraduate STEM Education (NSF IUSE) program, CALSTEP will leverage existing educational resources and develop new ones for online lecture courses, as well as core engineering laboratory courses that are delivered either completely online, or with limited faceto-face interactions. The initial areas of focus for laboratory course development are: Introduction to Engineering, Engineering Graphics, Materials Science, and Circuit Analysis. CALSTEP will also develop alternative models of flipped classroom instruction to improve student success and enhance student access to engineering courses that otherwise could not be supported in traditional delivery modes due to low enrollment. The project will also evaluate the effectiveness of th...

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A quasi-experimental study of three online learning courses in computing

Cited by 86 publications

References 12 publications

Using Interactive Technologies in Teaching an Online Information Systems Course

Using Interactive Technologies in Teaching an Online Information Systems Course

A Longitudinal Analysis of the Effects of Instructional Strategies on Student Performance in Traditional and E-Learning Formats

Work in Progress: Creating Alternative Learning Strategies for Transfer Engineering Programs

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