Effectiveness of learning in online academic courses compared with face‐to‐face courses in higher education

Abstract

This study examined the effectiveness of 3 online courses compared with the same 3 courses in a face‐to‐face (F2F) format, which had the same characteristics (e.g., the same instructor and final exam content and place). Effectiveness was examined by utilizing a wide range of variables, including 2 objective measures (N = 968): grades and completion rate; and 9 subjective measures (N = 360): 7 measures include instructional aspects (course structure, learning content, lessons watched, assignments, communication), engagement, and satisfaction. Findings indicate significant differences between online and F2F courses in most of the examined variables. Students in the online courses reported better understanding of the course structure, better communication with the course staff, watching the videos lessens more, and higher engagement and satisfaction. Students in the F2F courses reported better contribution of the learning content. Students' final grades were higher in the online courses, and no differences were found in the completion rate. The findings suggest that in many of the examined effectiveness aspects, online courses are as effective as, or more effective than, F2F courses. Interpretations of the findings are discussed.

Computational thinking and assignment resubmission predict persistence in a computer science MOOC

“…The “smart” (automatic, immediate, and unsupervised) feedback gives students individual attention while affording them the freedom to explore other possible solutions, which is a key element that MOOC educators anticipated to deliver technology‐enhanced learning environment for effective self‐regulated learning and transform higher education (Bernacki, Aguilar & Byrnes, ). Indeed, it has been well documented in MOOCs literature that students' increased engagement to be associated with positive learning outcomes (Hew, ; Soffer & Nachmias, ). In particular, research has shown that students who make multiple attempts to solve problems and improve their solutions in assignments have higher grades in MOOCs (DeBoer & Breslow, ).…”

Students' engagement characteristics predict success and completion of online courses

“…In online courses, as in any academic work, students' active engagement affects their learning outcomes, cognitive development, and educational quality (Soffer & Nachmias, 2018;Hew, 2016;Smith, Sheppard, Johnson, & Johnson, 2005;). Previous studies discuss various aspects of engagement, for example, the effect of LMS design factors on user engagement (Zanjani, Edwards, Nykvist, & Geva, 2017); the influence of personal aspects on student engagement (Jung & Lee, 2018;Pellas, 2014); and instructor scaffolding for interaction (Cho & Cho, 2014).…”

A Comparison of Faculty and Graduate Students’ Perceptions of Engaging Online Courses: A Mixed-Method Study

“…This increase in online enrollment may be attributed to the benefits of online learning such as convenience and accessibility (McBrien et al, 2009), as well as lower operational costs to institutions and higher faculty productivity (Meyer, 2014). Further, students have self-reported that they prefer online over face-to-face learning because of its flexibility and convenience (Beaudoin et al, 2009;Boling et al, 2012) and some students also selfreported that online classes are more engaging than face-to-face courses (Soffer & Nachmias, 2018).…”