Online Learning in Postsecondary Education

Wu, D. Derek

doi:10.18665/sr.221027

Cited by 21 publications

(11 citation statements)

References 6 publications

(9 reference statements)

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“…The lack of difference across delivery mode suggests that distance delivery of this course material, including the focus on collection-based learning, is as effective as in face-to-face classes. This result echoes a growing body of literature that finds distance learning to be as effective as face-to-face learning (Wu 2015).…”

Section: Learning Outcomes Are Equivalentsupporting

confidence: 80%

Collection-Based Education by Distance and Face to Face: Learning Outcomes and Academic Dishonesty

2019

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Assembling and curating specimen collections is a valuable educational exercise that integrates subject-specific skills such as field collection, curation, identification, organization, and interpretation of relationships. Collection projects have been used primarily in face-to-face classes, but they can be readily adapted for distance education. The primary challenges to using collection projects in distance education center on two concerns: (1) whether distance students learn as much as their face-toface peers and (2) whether academic dishonesty occurs more often in distance education than face to face. This study addressed both concerns by assessing learning outcomes in two entomology courses with both face-to-face and distance sections and evaluating the frequency of specimen-based plagiarism (submitting specimens collected by someone else). An ungraded survey testing students' insect identification knowledge found equivalent learning outcomes in face-to-face and distance classes. Insect collections were monitored for plagiarized (resubmitted or purchased) specimens in a 5-year Bmark-release-recapture^investigation. Academic dishonesty was detected in fewer than 2% of collections; cheating was more than 12 times more likely in distance than in face-to-face classes. This study's findings raise the possibility that distance learning assessments can be artificially inflated by cheating, suggesting that evaluations of distance learning should be considered in light of academic dishonesty. These results highlight the benefits and challenges of collections as teaching tools in distance education and underscore the need for instructors to be vigilant about academic integrity.

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Section: Learning Outcomes Are Equivalentsupporting

confidence: 80%

Collection-Based Education by Distance and Face to Face: Learning Outcomes and Academic Dishonesty

2019

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“…Whether blended learning and hybrid courses actually do provide this is an open question. In two extensive reviews of the literature, both of which included a systematic meta-analysis, Lack (2013) and Wu (2015) each concluded that there were mixed results and overall little systematic difference in performance outcomes between students enrolled in fully online courses and hybrid courses that incorporated blended learning and those enrolled in face-to-face courses. In addition, though Crowe, Silva, and Ceresola’s (2015) main goal was to evaluate the effectiveness of peer review in a quantitative research methods course, they provided several online modules to two of four sections of the course and found no difference in student performance on that course content.…”

Section: Course Modalities and Blended Learning Goalsmentioning

confidence: 99%

“…In addition, though Crowe, Silva, and Ceresola’s (2015) main goal was to evaluate the effectiveness of peer review in a quantitative research methods course, they provided several online modules to two of four sections of the course and found no difference in student performance on that course content. A number of researchers have called for more robust methods to measure the possible effects of different course modalities (e.g., Bergstrand and Savage 2013; Lack 2013; Wu 2015), and Crowe et al (2015) suggested further research on the consequences of providing some course content online to create more time in class for other activities.…”

Section: Course Modalities and Blended Learning Goalsmentioning

confidence: 99%

Blended Learning as a Potentially Winning Combination of Face-to-face and Online Learning

Auster

2015

Teach Sociol

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Blended learning, in the form of screencasts to be viewed online outside of class, was incorporated into three sections of an introductory sociology course in a liberal arts college setting. The screencasts were used to introduce concepts and theories to provide more time for discussion in class and more opportunity for students to review concepts and theories outside of class. Students' use and their perceptions of the impact of the screencasts were assessed with an in-class survey instrument in addition to a webbased college-administered survey. Although it was not possible to measure the impact of blended learning on students' academic performance and learning outcomes in this exploratory study, student responses indicated high use of the screencasts as well as the perception that the screencasts were helpful, contributed positively to performance on exams, and also led to more positive feelings about the course more generally. Overall, this provides an optimistic initial appraisal of the prospects for blended learning.

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“…Of course, scientists, teachers and managers in the education sector confirmed the role of the distance learning form in studying the law (Wu, 2015;Lucky, Branham & Atchison, 2019;Muilenburg & Berge, 2005). Therefore, practical scientific activity may be unfolded using distance courses that are significant.…”

Section: Background and Research Questionsmentioning

confidence: 96%

Motivational Values of Ukrainian Students and the Use of Distance Learning Form in Legal Education

Kivalov¹,

Біла-Тіунова²

2020

ujer

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In order to implement new national curriculums in the field of higher education in Ukraine, it is necessary to use the open educational forms as one of the sustainable development conditions. Therefore, the authors used a correlated analysis, Kolmogorov-Smirnov test, F-test, and Pearson's chi-squared test in order to examine the Ukrainian students' motivation towards the education according to the theory of internal motivation. The present study was based on the experiment conducted in two separate universities in Ukraine. Participants of the study were students of higher education facilities, who studied on the specialty "Law". In total, 130 students were offered to take part in the experiment and only 104 students agreed on the participation. Therefore, they completed the written consent, and data were collected by survey information. The losses were due to the absence of the students or lack of the written consents during the experiment. Thus, they voluntarily participated in the study and answered the blank anonymously. Moreover, the universe rate was within the confidence interval. In addition, authors stated that the choice between traditional and ICT (Information and Communication Technologies) based educational approaches had a serious impact on the distribution of students' motivational values. In fact, students showed higher efficiency index while studying the law with the help of distance learning. However, participants did not believe that using the distance learning form would not help them to study well and pass their exams on "4" and "5". Therefore, it is established that the whole opportunity value to pay attention to the problems interesting for students is the sole harbinger for the thesis that the study of law with the help of the distance learning form makes their education qualitative. Thus, it is argued that the Ukrainian students are motivated to study law with the help of ICT, but the value distribution is different according to gender roles. For example, males may have more benefit from the use of ICT whereas females need another point of interest to use the distance learning form to study law.

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Online Learning in Postsecondary Education

Cited by 21 publications

References 6 publications

Collection-Based Education by Distance and Face to Face: Learning Outcomes and Academic Dishonesty

Collection-Based Education by Distance and Face to Face: Learning Outcomes and Academic Dishonesty

Blended Learning as a Potentially Winning Combination of Face-to-face and Online Learning

Motivational Values of Ukrainian Students and the Use of Distance Learning Form in Legal Education

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