Do Online Students Perform as Well as Lecture Students?

Dutton, John; Dutton, Marilyn; Perry, Jo Ellen

doi:10.1002/j.2168-9830.2001.tb00580.x

Cited by 120 publications

(94 citation statements)

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“…The content needs to be well written and relevant and use vernacular that is familiar to the audience; the perception of a site as boring, poorly organized, or confusing can have a devastating effect on the students taking the course. The site does not need to be technologically fancy, however, because simple Web pages, text, and e-mail can be quite effective; students actually find it more important to be able to read a lecture and have the flexibility to set their own pace and time of study than to be able to hear a lecture and have face-to-face contact with the instructor and fellow students [25,35,36].…”

Section: Online Courses and The Adult Learnermentioning

confidence: 99%

An Online Graduate Program in Digital Investigation Management: Pedagogy and Overview

Kessler

Haggerty

2010

Journal of Digital Forensic Practice

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Although still a relatively new undergraduate course of study at most colleges and universities, specialized degree programs in computer forensics and digital investigations are now becoming available at the graduate level. There appear to be two divergent educational paths for graduate-level education in this field, namely, technology and management. This article describes Champlain College's online master of science degree program in Digital Investigation Management. The curriculum is described, along with the learning theories and pedagogies that provide the guiding principles for course design. Particular attention is paid to the central pedagogic design of integrated reflective practice. Issues related to the online learning environment and adult learners are also presented.

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Section: Online Courses and The Adult Learnermentioning

confidence: 99%

An Online Graduate Program in Digital Investigation Management: Pedagogy and Overview

Kessler

Haggerty

2010

Journal of Digital Forensic Practice

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“…1,6 Though there remains some skepticism about online classes among faculty and administrators 1 , a growing body of evidence suggests that students in online classes learn at least as well as, or better, than their face-to-face counterparts. 3,4,7 Additionally, studies have found that online students spend more time with the material than face-to-face students and this may be a benefit to online learners. 7 However, studies have also noted that online and distance education students have lower course completion rates than face-to-face students.…”

Section: Introductionmentioning

confidence: 99%

“…7 However, studies have also noted that online and distance education students have lower course completion rates than face-to-face students. 2,3,5 Some of the factors that influence persistence in online courses include satisfaction, sense of community, and communication.…”

Section: Introductionmentioning

confidence: 99%

Comparing Learning Outcomes and Content Mastery in Online and Face-to-Face Engineering Statics Courses

Douglas¹

2015 ASEE Annual Conference and Exposition Proceedings

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Online engineering education has expanded rapidly in recent years and many questions have been raised about the learning outcomes and content mastery in online classes as they compare with traditional face-to-face formats. This paper compares the learning outcomes and content mastery for students in an Engineering Mechanics (Statics) course taught in three different modes of instruction. This study was initiated in 2011 with a cohort of three courses: one taught asynchronously online, one taught face-to-face, and a third taught via synchronous audiographics. Students provided feedback on their use of instructional resources, their learning styles, and their attitudes throughout the semester. Content mastery was measured through student performance on proctored exams. Due to the small number of students in the initial cohort of the online course, the assessments were repeated with a second cohort of students in online and face-to-face courses in the spring of 2014.The results of this study show that in the first cohort (2011), the online students outperformed the face-to-face when given identical problems on proctored quizzes and exams. Attitudes among students in the face-to-face and online classes were similar and generally positive. The performance of students in the audiographics distance class fell into the range between the online and face-to-face classes. However, students who were in the synchronous audiographics class were less satisfied with their mode of instruction despite their competence with the course content.In the second cohort of students (2014), there was little to no difference in content mastery between students who completed the online and face-to-face sections of the class. Scores on identical proctored exam problems were similar to those earned by the face-to-face students in the initial cohort of 2011. In both cohorts of students, withdrawal and non-completion rates were higher in the online and audiographics courses than either of the face-to-face courses.

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“…그러나 이와 같은 직업 병행 여부와 같은 학습자들의 상황적 요인 이외에, 사이버 수업이라는 환 경적 요인 역시 사이버대학의 높은 중도탈락률에 큰 원인이 되고 있다 [5～7] . 이러한 문제점은 많은 연구에서 지적되고 있는데, Dutton, Dutton과 Perry [8] 는 전통적 방식의 수업에서는 학습자들의 90.3%가 과정을 이수하 지만 사이버환경에서의 경우는 72.2%정도에 머문다고 보고하였고, Svetcov [9] 는 미국의 경우 사이버대학의 중 이와 같이 학습지속은 사이버환경에서 학습의 성공 과 실패를 가늠할 수 있는 요소로 [10] , 학습 및 교육의 성과지표라는 관점에서 볼 때 학습자 뿐 아니라 교육 기관 및 프로그램에도 중요한 의미를 갖는다 [11] . [12] .…”

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Investigating The Structural Relationships Among Perceived isolation, Organizational Support, Satisfaction and Consistency in Cyber University

주영주¹,

정애경²,

유나연³

et al. 2012

Journal of the Institute of Electronics Engineers of Korea

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For this study, 373 students of H cyber university were chosen to conduct a survey in the spring semester of 2011. The result of this study through structural equation modeling analysis was as follows: First, organizational support significantly affected perceived isolation. Second, organizational support and perceived isolation significantly affected satisfaction. Third, perceived isolation and satisfaction significantly affected learning persistence, while organizational support didn't. In addition, satisfaction was verified as a mediating variable between organizational support, satisfaction, and learning persistence, and satisfaction was verified as a mediating variable between perceived isolation, organizational support and learning persistence. These results imply that perceived isolation and organizational support should be considered for the design and development strategies of instructional courses in order to enhance satisfaction and learning persistence of students in cyber educational environment.

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Do Online Students Perform as Well as Lecture Students?

Cited by 120 publications

References 10 publications

An Online Graduate Program in Digital Investigation Management: Pedagogy and Overview

An Online Graduate Program in Digital Investigation Management: Pedagogy and Overview

Comparing Learning Outcomes and Content Mastery in Online and Face-to-Face Engineering Statics Courses

Investigating The Structural Relationships Among Perceived isolation, Organizational Support, Satisfaction and Consistency in Cyber University

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