Examining Students’ Online Course Perceptions and Comparing Student Performance Outcomes in Online and Face-to-Face Classrooms

Abstract

Through the use of existing grade and student survey data, this study investigated online courses offered at a public four-year university. Specifically, the study explored differences in student success rates between online and face-to-face courses for traditional undergraduate students as well as the climate of student perceptions towards online courses. Our general results suggest that students performed better in, and had higher levels of preference toward, traditional face-to-face formats. However, overall perceptions of online courses were positive, with students viewing instructional technologies as reliable and easy to use, as well as reporting that online technologies facilitated prompt feedback, enhanced their problem-solving skills, and met their learning needs. Alongside this, students exhibited positive views towards their instructors’ skill level and use of technology to support academic success. Logistic regression analyses of differences in student success across instructional formats revealed interaction effects with variables of age (nontraditional/traditional), aid status and whether or not courses were taken to fulfill general education or major requirements, suggesting a more complex effect of instructional format across student subpopulations. The variability in the results observed in the current study warrant further exploration before definitive conclusions on the impact of instructional format on student outcomes and perceptions can be made.

University Students’ Experiences and Reflections of Technology in Their Transition to Online Learning during the Global Pandemic

“…For some of these students, online study came as a positive surprise; some even considered studying fully online. While the literature has reported positive experiences of online learning, it also reported that despite these positive perceptions students still have a stronger preference for face-to-face classes, e.g., [15]. The fact that some of the students considered going fully online with their education is somewhat unexpected.…”

“…As we move towards a post-pandemic environment of learning, students' preferences have shifted to blended learning so that they can benefit from the hybrid experience of a face-to-face classroom with the advantages of online learning. Whilst online education has been perceived to not be on equal standing as traditional classrooms, some students have a stronger preference for face-to-face classes even though their online experiences were also positive [15]. As we emerge from the pandemic, blended learning is considered to be effective and an accepted teaching environment that is very popular [16] and even considered as the new normal [17].…”

Effectiveness of blended learning in the new normal era

“…It is also said that e-learning helps the learning process that cannot be done face-to-face. Mixing face-to-face learning and online learning will further maximize the efforts of educators as managers in achieving learning goals [31].…”

Assessment of the preparedness and acceptability for distance learning: A guide for an efficient distance learning

“…That is, differences within the characteristics of scholars themselves may drive differences within the outcome measures we observe that are unrelated to the mode of instruction (Arias et al, 2018). Additionally, the content, instructor, assignments, and other course features might differ across online and in-person modes also, which makes apples-to-apples comparisons difficult (Spencer & Temple, 2021).…”