Performance differences between face-to-face and online students in economics

Dendir, Seife

doi:10.1080/08832323.2018.1503586

Cited by 30 publications

(22 citation statements)

References 13 publications

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“…The literature on online and distance learning reports had mixed results on student performance. A few studies report that there is no significant achievement in online and distance learning compared with face-to-face learning [36,37]. The results showed that the graduate students had overall statistically significant positive views on their academic Achievement from online and distance learning during the COVID-19 pandemic.…”

Section: Discussionmentioning

confidence: 96%

Graduate Students’ Experience and Academic Achievements with Online Learning during COVID-19 Pandemic

2021

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Higher education institutions in the United Arab Emirates (UAE) adopted a distance/online learning approach during the COVID-19 pandemic in order to ensure that students were safe while they received an uninterrupted, high-quality education off-campus. This was the first time that all of the higher education institutions adopted this approach. Therefore, it is crucial to conduct this study to gain insight into graduate students’ experiences in distance learning and to verify whether these experiences are linked to their achievements. The purpose of this study was to examine graduate students’ experiences toward online and distance learning during the COVID-19 pandemic in the academic year 2020–2021 and their academic achievement. A questionnaire was developed for this study and sent online to graduate students’ emails with the coordination of the College of Graduate Studies at a higher education institution in the UAE. The study received 138 responses. The data was analyzed using IBMSPSS-26. The findings of the study showed that graduate students’ level of Engagement, ease of Communication, and quality of learning Experience with online/distance learning were related significantly to their overall academic achievement.

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Section: Discussionmentioning

confidence: 96%

Graduate Students’ Experience and Academic Achievements with Online Learning during COVID-19 Pandemic

2021

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“…As research conducted by [11] revealed that in online learning students were less involved in interaction compared to face-to-face learning. This is also supported by research [2], [4], [32] that in online learning there is less interaction between lecturers and students. However, research conducted [7] revealed that distance learning increases interaction between lecturers and students due to the ease of access.…”

Section: Literature Reviewmentioning

confidence: 52%

Academic Integrity Through Administration, Interaction, and Satisfaction with Distance Learning at Universitas Negeri Medan

Manullang¹,

Agusti²,

Yuni³

et al. 2022

Proceedings of the 2nd International Conference of Strategic Issues on Economics, Business And, Education (ICoSIEBE 2021)

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The importance of maintaining academic integrity, especially in distance learning, will help produce students who have ethics both in education and the world of work. It is difficult to maintain academic integrity due to the lack of direct supervision and interaction that causes academic dishonesty. This study aims to test the level of academic integrity during distance learning conducted at the Faculty of Economics, Universitas Negeri Medan. The type of this research is quantitative research. The results of this study indicate that during distance learning the administration carried out at the beginning of the lecture willimpact on distance learning interaction and satisfaction but no effect on academic dishonesty. While the interaction during the distance learning process will have an impact on academic satisfaction and dishonesty. Satisfaction during distance learning will not affect academic dishonesty. Suggestions that can be given are that the importance of interaction between students and lecturers or between students will build academic integrity so as to reduce the level of academic dishonesty.

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“…In a different point of view, online pedagogy had a negative effect on student academic performance when compared with the traditionally taught group, and online students underperform compared with face-to-face students (Bir, 2019;Dendir, 2019); and Stark (2019) found that while online students reported lower levels of motivation compared to faceto-face students, particularly for online courses. Thus, it is evidenced that online learning impacts academic performance at university.…”

Section: Literature Reviewmentioning

confidence: 98%

The Influence of Online Learning on Academic Performance and Students’ Satisfaction

Xhomara¹

2021

Proceedings of ‏The 3rd International Academic Conference on Education

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The study aims to examine the implementation of an online learning approach to improving academic performance and students' satisfaction. Analysis of Variance (ANOVA) was used to test the impact of online learning on academic performance and students' satisfaction. The study found that the variance of online learning is different, revealing that different levels of online learning influence academic performance. It is also found that approximately 49.7% of the variance in academic performance can be explained or accounted for by online learning differences. It is confirmed that the variance of online learning is different, revealing that different levels of online learning influence students' satisfaction. The study also found that approximately 78% of the variance in students' satisfaction can be explained or accounted for by online learning differences.

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Performance differences between face-to-face and online students in economics

Cited by 30 publications

References 13 publications

Graduate Students’ Experience and Academic Achievements with Online Learning during COVID-19 Pandemic

Graduate Students’ Experience and Academic Achievements with Online Learning during COVID-19 Pandemic

Academic Integrity Through Administration, Interaction, and Satisfaction with Distance Learning at Universitas Negeri Medan

The Influence of Online Learning on Academic Performance and Students’ Satisfaction

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