Online vs. Face-to-Face: A Comparison of Student Outcomes with Random Assignment

Autor/inn/en	Arias, J. J.; Swinton, John; Anderson, Kay
Titel	Online vs. Face-to-Face: A Comparison of Student Outcomes with Random Assignment
Quelle	In: e-Journal of Business Education and Scholarship of Teaching, 12 (2018) 2, S.1-23 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-9132
Schlagwörter	Undergraduate Students; Online Courses; Web Based Instruction; Conventional Instruction; Comparative Analysis; Outcomes of Education; Economics Education; Macroeconomics; Academic Achievement; Scores; Pretests Posttests; Student Educational Objectives; Homework; Educational Technology; Georgia + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Web Based Training; Lernleistung; Schulerfolg; Wirtschaftskunde; Makroökonomie; Schulleistung; Hausaufgabe; Unterrichtsmedien
Abstract	The following study contrasts the efficacy of online delivery relative to face-to-face delivery using an enrolment protocol that largely eliminates self-selection bias. Only a few previous studies even attempt to control for sample selection. The study utilizes random assignment of the registrants of a Principles of Macroeconomics class into two alternative venues: online and face-to-face. The same professor taught both sections with the same course objectives and exams. Both the change in student scores from the pre-test to the post-test and the student's exam average are modelled as a function of the course environment, the student's SAT math score (or ACT equivalent), the student's GPA prior to taking the course, the student's gender and the student's overall credit hours prior to taking the course. The pre- and post-test had both standardized and instructor-specific questions. Students in the face-to-face section have statistically significantly higher exam scores and statistically significantly greater improvement on the post-test instructor questions. There is no statistical difference in the improvement on the post-test overall nor in the improvement in the post-test standardized questions. These mixed results suggest that both course objectives and the mechanism used to assess the relative effectiveness of the two modes of education may play an important part in determining the relative effectiveness of alternative delivery methods. (As Provided).
Anmerkungen	Australian Business Education Research Association. PO Box 408, Mapleton, Queensland 4560, Australia. e-mail: editor@ejbest.org; Web site: http://www.ejbest.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01