Effects of course modality in summer session: Enrollment patterns and student performance in face-to-face and online classes

Fischer, Christian; Xu, Di; Rodrı́guez, Fernando; Denaro, Kameryn; Warschauer, Mark

doi:10.1016/j.iheduc.2019.100710

Cited by 51 publications

(46 citation statements)

References 32 publications

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“…The main focus for comparison falls on the answer to our research question, which confirms that face-to-face attendance provides more benefits to students than online attendance. In this sense, similar results have been presented in [3,21]. By contrast, the first one differs from our satisfaction results in terms of perception, since they do not reveal significant differences between modality, as all are positively perceived.…”

Section: Discussionsupporting

confidence: 87%

“…Besides, authors turn to confirm that communication between student and lecturers, and also between students, is better in the face-to-face modality [3,22], fact that coincides with our results. Similarly, a large study in [21] supports the same hypothesis that face-to-face modality produces better outcomes for the students. It is worth noticing that these comparisons confirm a general trend within this STEM context, particularized on the engineering field.…”

Section: Discussionmentioning

confidence: 64%

“…However, there are many aspects to evaluate with respect to possible methods of arranging students and their efficacy. In addition, many authors have studied the particularities of the communication channel (i.e., sort of attendance) [21][22][23][24], contextualized on different frameworks. In this regard, the present work concentrates on the effect of face-to-face and online attendance during collaborative practical lessons, within the field of Mechanics engineering education.…”

Section: Introductionmentioning

confidence: 99%

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Assessing the Impact of Attendance Modality on the Learning Performance of a Course on Machines and Mechanisms Theory

et al. 2021

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University education approaches related to the field of science, technology, engineering and mathematics (STEM), have generally particularized on teaching activity and learning programs which are commonly understood as reoriented lessons that fuse theoretic concepts interweaved with practical activities. In this context, team work has been widely acknowledged as a means to conduct practical and hands-on lessons, and has been revealed to be successful in the achievement of exercise resolution and design tasks. Besides this, methodologies sustained by ICT resources such as online or blended approaches, have also reported numerous benefits for students’ active learning. However, such benefits have to be fully validated within the particular teaching context, which may facilitate student achievement to a greater or lesser extent. In this work, we analyze the impact of attendance modalities on the learning performance of a STEM-related course on “Machines and Mechanisms Theory”, in which practical lessons are tackled through a team work approach. The validity of the results is reinforced by group testing and statistical tests with a sample of 128 participants. Students were arranged in a test group (online attendance) and in a control group (face-to-face attendance) to proceed with team work during the practical lessons. Thus, the efficacy of distance and in situ methodologies is compared. Moreover, additional variables have also been compared according to the historical record of the course, in regards to previous academic years. Finally, students’ insights about the collaborative side of this program, self-knowledge and satisfaction with the proposal have also been reported by a custom questionnaire. The results demonstrate greater performance and satisfaction amongst participants in the face-to-face modality. Such a modality is prooven to be statistically significant for the final achievement of students in detriment to online attendance.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionmentioning

confidence: 64%

Section: Introductionmentioning

confidence: 99%

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Assessing the Impact of Attendance Modality on the Learning Performance of a Course on Machines and Mechanisms Theory

et al. 2021

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“…Nonetheless, the scholarly research has extensively shown that students perform worse in POE courses than in F2F ones [53] or differently [54]. Parameters include: course completion, grades, and ensuing college enrollment [55].…”

Section: Learning Environmentmentioning

confidence: 99%

Relationship between Statistics Anxiety and Academic Dishonesty: A Comparison between Learning Environments in Social Sciences

Eshet

Steinberger²,

Grinautsky

2021

Sustainability

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The current research examines the impact of Statistics Anxiety on academic ethical behavior as manifesting in undergraduate social science students attending introductory statistics courses in different learning environments: Covid-19-Emergency Remote Teaching (ERT), Planned Online Environment (POE), and Face-to-Face (F2F) courses. Data were collected from students in academic institutions studying for a bachelor’s degree in the social sciences. Structural Equation Modeling (SEM) was used to examine the relationship between students’ previous academic achievements and Academic Dishonesty mediated by Statistics Anxiety. The results of multi-group analysis show that path coefficients differ between the three learning environments (POE, F2F, and ERT). Specifically, the results support a model in which previous math and academic achievements are significantly related to Academic Dishonesty mediated by Statistics Anxiety in a POE context only. Accordingly, POE statistics learning is less effective than F2F instruction and practice. Our research shows that instructors’ presence in the learning process reduces students’ anxiety levels and unethical behavior. Thus, we recommend that in POE, the instructor’s presence includes supportive, emphatic, and interpersonal interaction to reduce virtual distance. We conclude that introductory courses in statistics need to empower students experiencing Statistics Anxiety for a better sustainable statistical literacy population.

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“…Crawford et al (2020) documented 20 countries that embarked on online classes for higher education during the COVID-19 pandemic period. Fischer et al (2020) gathered data from 23,610 students of a public sector university and found that students' grades point average were slightly higher in face-to-face courses as compared to online courses. Kang et al (2020) addressed the issue of online learning and revealed that every source domain has an effect on target domain task.…”

Section: Literature Reviewmentioning

confidence: 99%

Analyzing the Underlying Structure of Online Teaching During the COVID-19 Pandemic Period: An Empirical Investigation of Issues of Students

et al. 2021

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The aim of the study is to reveal the underlying structure of issues of university students taking online classes during the COVID-19 pandemic period. The overall design of the study includes a review of contemporary literature and field survey for data collection and analysis. Discourse of literature coupled with expert opinion has been employed for identification of issues. Interpretive Structural Modeling (ISM) is used for the determination of intra-issue relationships and analyzing the underlying structure. Cross impact matrix multiplication applied to classification (MICMAC analysis) is used as a technique for classifying issues on the basis of driving–dependence power. Results of the literature show that there are 21 major issues faced by the students taking online classes. ISM shows that lack of institutional guidelines, lack of regulators’ guidelines, stress of pandemic situation, and abrupt (not planned) start of online classes are the most critical issues. MICMAC analysis reveals that there is no autonomous issue, 4 (i.e., connectivity issue, shy to use technology, lack of institutional guidelines, and stress of pandemic situation) are independent, 6 other issues are dependent, and the remaining 11 are linking. This is a valuable study having practical implications for regulators, students, parents, and society to understand the current problem. It is an original attempt that contributes toward literature in the form of a structural model and a diagram of classification of issues.

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Effects of course modality in summer session: Enrollment patterns and student performance in face-to-face and online classes

Cited by 51 publications

References 32 publications

Assessing the Impact of Attendance Modality on the Learning Performance of a Course on Machines and Mechanisms Theory

Assessing the Impact of Attendance Modality on the Learning Performance of a Course on Machines and Mechanisms Theory

Relationship between Statistics Anxiety and Academic Dishonesty: A Comparison between Learning Environments in Social Sciences

Analyzing the Underlying Structure of Online Teaching During the COVID-19 Pandemic Period: An Empirical Investigation of Issues of Students

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