Download or read book Comparing Success Rates of Face to face Hybrid and Online Classes at a Small North Carolina Community College written by Don Miller and published by . This book was released on 2020 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: While distance learning has grown in popularity, many question its efficacy because of low student success. Busy, time-starved community college students tend to flock to distance education courses because of their convenience and flexibility, but many have risk factors that makes it more likely that they won't be successful in their courses. Many faculty have been ambivalent about teaching distance education courses. While administrators see the cost savings of not having to use a physical classroom and the possibility of increased enrollment, some faculty are wary of losing the face-to-face interaction with students. Additionally, the teaching methods that work in a face-to-face class do not always work in a distance education course. This study compares the success rates of students in online, face-to-face and hybrid sections of gateway Math and English courses at a small North Carolina community college. The study also identifies barriers minority and non-traditional students face in taking distance education courses. The researcher used quantitative and qualitative methods in his researcher. He used an Informer report run by a college data analyst to compare the success rates of students by modality and demographic factors like race and age. The researcher used Chi Square goodness of fit and Fisher's exact tests to determine whether there were differences in student success according to modality or demographic group. He sent an e-mail survey to students who took online and hybrid sections of the gateway Math and English classes at the small North Carolina community college in fall 2018. The survey questions identified strengths and weaknesses of distance education courses and barriers that minority and non-traditional students face while taking these courses. Since the researcher is and administrator over distance education at his college, he will use his findings to help improve the program.
Download or read book A Comparative Study of the Accelerated 8 week and Traditional 16 week Online Course Formats at a North Carolina Community College written by Myra Furr and published by . This book was released on 2012 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to compare student success and completion rates of the traditional 16-week online semester course length to the accelerated 8-week online semester course length at a North Carolina community college. As online programs grow and the school looks to increase course offerings, research was conducted to determine if students are as successful in the 8-week course as they are in the 16-week course. -- This research was a quantitative comparative study, which compared the results of student success and completion rates in 1 humanities course and 1 social science course from fall 2010 through spring 2011. Specifically, the results examined the role of semester length as it pertains to student performance and completion. -- Descriptive statistics show that students in the 16-week online courses have a slightly higher success rate than students in the 8-week online courses; however, students in the 8-week online courses had a higher completion rate than students in the 16-week classes. ANOVA analyses show no statistically significant difference in success and completion rate for students in the 8-week versus the 16-week online course formats.
Download or read book Face to face Blended and Online Instruction written by Binh Thi Nguyen and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent years, advances in technology have significantly expanded educational delivery options. More innovative instructional formats and learning opportunities have materialized, and as a result, have provided richer and more meaningful didactic learning experiences for students (Garrison & Hanuka, 2004; Winters & Acevedo, 2005). Research done by the Sloan Consortium showed that two-thirds of all colleges and universities offer some variation of online classes, with the majority offering programs that are completely online (Allen & Seaman, 2007). Despite its fame, online instruction has yielded inconsistent results when trying to produce positive student outcomes. Partially born out of this result is the increasing popularity of the hybrid/blended classroom format, a teaching style that combines both face-to-face lecture and online tools to offer students a multitude of learning options. Because of the relative novelty of the blended learning platform, few studies have looked at its effectiveness compared to the purely online and traditional face-to-face teaching styles, and studies that have compared the 3 instructional formats have produced inconsistent results (Senn, 2008; Larson & Young, 2009). This quantitative study attempted to shed more light on whether there was a difference between the online, blended/hybrid, and traditional face-to-face instructional styles by comparing their retention rates and student performance (via end of semester grades) in 92 Psychology class sections at Santa Rosa Junior College, a Northern California Community College District, in the Fall 2010 and Spring 2011 semesters. Retention data and student grades for each class section were gathered from an archived database, managed by the Office of Institutional Research at this college district. Analyses of the data revealed there was a significant difference in student performance between the instructional formats. Average student grades were significantly higher in the online instructional mode than the blended/hybrid and traditional face-to-face teaching styles. Though not statistically significant, average grades in the blended classes were higher than the traditional classes. Comparison of retention rates across the 3 instructional modalities yielded no significant differences. All the formats produced a similar number of student dropouts. Because of the homogenous population (all Psychology classes in two semesters at one community college), it was recommended that this research be duplicated further to include a larger population size and with other types of classes from the same community college and/or a variety of other disciplines from other community colleges. It is important to note that while grades may be indicative of learning, they are not the only means to ascertain student performance. Thus, future studies might want to consider the use of alternative measures to determine student performance and success within various learning environments.
Download or read book COMPARING STUDENTS LEARNING OUTCOMES AND SATISFACTION IN ONLINE HYBRID AND FACE TO FACE EDUCATION COURSES written by Lori Bailey and published by . This book was released on 2020 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: The this study examined courses taught within a single College of Education over six semeters to compare face-to-face, hybrid, and online instructional methods as related to student achievement, persistence, and satisfaction. Additionally, a comparison of key student characteristics including sex, race/ethnicity, and residency status was conducted. This study extends the existing literature supporting "no meaningful significant difference" between instructional delivery methods by specifically focusing on courses of similar curriculum as offered within the specific discipline of educational studies. The results reinforce that administrators and instructors should continue to expand access to courses through the flexibility of online and hybrid learning. However, as programs expand their course offerings, further investigation is warranted into the barriers to hybrid and online learning for certain groups of educational studies students within this institution, including women, Asians, and out-of-state residents.
Download or read book Delivery Formats Course Persistence and Completion Rate written by Bindu Ranaut and published by . This book was released on 2021 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study aimed to examine how the delivery format influences the success rate of course completion of students enrolled in online, blended, and F2F courses. It also aimed to determine any difference in the completion rate in online, blended, and on-ground developmental courses in English, math, and reading. A descriptive comparative quantitative research design with a theoretical framework based on Tinto's student persistence theory and Moor's Transactional Distance Theory (TDT) model was used in this study. The study analyzed archived data for the students enrolled in a south Florida community college in the developmental courses between the years 2016- 2020. This study's findings provided mixed results on the relationship between delivery methods and students' final grades in English, math, and reading developmental courses. As the findings indicate, a specific delivery method may be advantageous for students taking a particular course. The mixed results from this study highlighted the importance of consulting students, administrators, and teachers regarding the most appropriate delivery method for each course. Without proper planning, students who enroll in traditional F2F courses may miss out on the benefits of incorporating technologies in their learning process. Similarly, ineffective blended and online learning strategies may result in students' negative educational outcomes, especially in developmental mathematics and reading courses. The findings indicated that some delivery methods might not develop students effectively into functional and contributing members of society. The findings have highlighted the need for using the correct balance of F2F, online, and blended courses to increase students' likelihood of achieving optimal educational outcomes.
Download or read book Perceptions of Online Distance Education Within the North Carolina Community College System by Chief Academic Officers and Chief Distance Education Officers written by and published by . This book was released on 2001 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the perceptions of chief academic officers (CAOs) and chief distance education officers (CDOs) regarding faculty satisfaction in areas of released time for training and course development, workload, overall support of distance education, and extra compensation. One-hundred-sixteen surveys were sent out by e-mail to all 58 community colleges in North Carolina. The data for this study came from the returned surveys. The combined return rate of surveys was 78%. The SAS Institute program procedures were used for the analysis of the data. An alpha level of .05 was used for all statistical analyses. Results of this study showed differences between the CAOs and CDOs regarding faculty satisfaction on key issues. One reason for this could be more frequent contact of faculty with CDOs than with the CAOs. Recommendations for further research include: 1. This study should be replicated in 2 to 3 years to ascertain what changes have occurred in North Carolina community colleges; 2. Similar comparative studies should be made regarding community colleges in other states; 3. Additional studies should be conducted in North Carolina to gather comments and concerns directly from faculty members. The following recommendations are made to improve distance education in North Carolina: 1. Adequate technology funding for distance education programs in North Carolina community colleges needs to be acquired; 2. A state formula should be developed to enable the sharing of FTE for community colleges in North Carolina that provide joint distance education programs; 3. Long-range plans for supporting and training faculty members and funding distance education programs should be developed in North Carolina community colleges; 4. Community colleges without written distance education policies should develop them; 5. Community college administrators should become better informed about the needs of distance education faculty members and programs; and 6. A state wide task-force needs to be developed to study the needs of distance education faculty members and programs in North Carolina.
Download or read book Student Success of Online Vs In person Biology Courses at Virginia Community Colleges written by Jennifer Claire Scott and published by . This book was released on 2020 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: Community colleges have a significant role in preparing students for STEM-related careers through certificates, degrees, and transfers to four-year institutions. In addition, online education is a growing mode of higher education, particularly for community college students. However, community college and online students are both at a high risk of attrition and show a lower success rate for degree completion. The purpose of this study was to identify differences in attrition and success between students in online and in-person biology courses at Virginia community colleges. Also, this study addressed downstream effects of online education by examining course completion of second-semester biology students. A correlational research design was used to examine student success of general biology students enrolled online versus in-person. In this study, the predictor variable (i.e., delivery mode) was used with three criterion variables of interest: course attrition, successful course outcome, and successful course outcome of subsequent general biology course. A significant difference was detected between course attrition and successful course completion for first-semester biology online students versus in-person students. Online students showed a significantly greater probability of withdraw and significantly lower success than in-person students. However, there was no significant difference in successful course completion of second-semester biology students. As the development of online lab science courses continues, the quality of courses must be improved in order to close the achievement gap. Research comparing online and in-person courses should be continued to monitor the achievement gap as improvements are made. In addition, a study comparing student success in online lab science courses between 2-year community colleges and 4-year institutions is recommended.
Download or read book Teaching Online written by Susan Ko and published by Routledge. This book was released on 2010-05-24 with total page 478 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching Online: A Practical Guide is a practical, concise guide for educators teaching online. This updated edition has been fully revamped and reflects important changes that have occurred since the second edition’s publication. A leader in the online field, this best- selling resource maintains its reader friendly tone and offers exceptional practical advice, new teaching examples, faculty interviews, and an updated resource section. New to this edition: new chapter on how faculty and instructional designers can work collaboratively expanded chapter on Open Educational Resources, copyright, and intellectual property more international relevance, with global examples and interviews with faculty in a wide variety of regions new interactive Companion Website that invites readers to post questions to the author, offers real-life case studies submitted by users, and includes an updated, online version of the resource section. Focusing on the "how" and "whys" of implementation rather than theory, this text is a must-have resource for anyone teaching online or for students enrolled in Distance Learning and Educational Technology Masters Programs.
Download or read book Success Factors Among Community College Students in an Online Learning Environment written by Paula B. Doherty and published by Universal-Publishers. This book was released on 2000-08-16 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: Little is known about student success in online learning environments, especially how the predisposing characteristics that the learner brings to the learning environment may differentially affect student outcomes. This study explored the question of whether a student's "readiness" to be a self-directed learner is a predictor of student success in an online community college curriculum. The specific goal of this investigation was to determine whether there was a significant relationship between self-directed learning readiness-as measured by Guglielmino's (1977) Self-Directed Learning Readiness Scale (SDLRS)- and student success-as measured by course completion, grade point average (GPA) and student satisfaction, the latter assessed by student responses to an opinion poll. The subjects of this study were community college students in the state of Washington, enrolled in one or more transfer-level online courses delivered via WashingtonONLINE (WAOL) during fall quarter 1999. Students who voluntarily chose to respond to two elective surveys comprised the study sample. A correlational research design was used to test the explanatory power of self-directed learning readiness and to describe the relationships between variables. Since this study was designed to test hypothesized relationships, the resulting correlation coefficients were interpreted in terms of their statistical significance. The expected outcome of this study was to confirm or disconfirm a statistically significant relationship between self-directed learning readiness and student success in an online community college curriculum. The findings of this study failed to achieve this outcome due to (1) the lack of statistical reliability of the SDLRS among the subject population; (2) the resulting lack of validity of the SDLRS among the study sample; (3) a nonresponse effect; and (4) a self-selection effect. The unanticipated outcome of this study was evidence that student perception of student/instructor interactions is a single variable predictor of student success among community college students in an online learning environment. Recommendations for further study include Web-specific research methodologies that address the potentially deleterious effects of nonresponse and self-selection in cyber-research environments and continued exploration of the multiple facets of student success in asynchronous learning domains.
Download or read book Comparison of Instructional Behaviors Between Campus Business Instructors and Online Business Instructors in the North Carolina Community College System written by Kathleen Ruth Doole and published by . This book was released on 2006 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: Keywords: instructional behaviors, distance learning, campus, online.
Download or read book The Relationship of Demographic and Academic Characteristics on Student Academic Success Rates when Using Web based Delivery Modalities written by Jane Marie Gibson and published by . This book was released on 2015 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online distance education classes and digital learning tools offer substantial advantages to both students and universities. Institutional benefits include the facilitation of student success in large classes, reducing university expenses, and perhaps even enhancing the students’ learning environment. Students benefit from the convenience of scheduling and reduced travel time and many researchers found no significant difference in student learning outcomes between face-to-face classes and online classes on an aggregate or summative level. However, other researchers question the academic success of some students enrolled in online classes based on certain demographic and academic characteristics, such as age, gender, ethnicity, socio-economic status (SES), and grade point average (GPA). Despite the role demographic factors may play in learning outcomes, limited research is available investigating whether the online learning modality is equally effective for students of different ages and ethnicities, men as compared to women, and previously high performing and low performing students. Much of the research related to online learning has limitations falling into two primary categories: studies comparing primarily face-to-face courses with online classes without including the analysis of hybrid learning; and studies that examine student outcomes at the aggregate level of success without outcomes broken out by specific demographic and academic characteristics. This research sought to remedy these important gaps by examining student learning outcomes in hybrid and online accounting classes based on demographic groupings. This study evaluated whether students’ demographic and academic characteristics, (i.e., their age, gender, race/ethnicity, SES, and GPA) mediated whether they were as successful in online versus hybrid classes. The most salient finding revealed in this study was the contrast in the students’ performance based on delivery modality. The results indicated that students earned almost 30 points higher in their final scores when they were enrolled in the hybrid classes in contrast to enrollment in the online classes. This difference in student scores based on delivery modality was found in almost every student demographic.
Download or read book Comparing University Student Performance in Online V Face to face Offerings of the Same Course and Investigating Student Perceptions of Satisfaction in an Online Course written by Kristin Elizabeth Davidson and published by . This book was released on 2016 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online education in the United States has seen dramatic growth for the past decade, outpacing any other growth in higher education. The concurrent mixed-methods study that was conducted for this research used data from a survey geology course taught in both environments, online and traditional face-to-face. The quantitative research focused on comparing student performance in an online course relative to the same face-to-face course, while the qualitative research investigated how students described their experiences taking an online class. Previous work in online education has been limited by relatively small sample sizes, conducting studies over just one semester, comparing dissimilar courses in one study, considering few of the STEM disciplines, and, of the limited studies with GPA as a covariate, using self-reported GPA rather than actual GPA. The quantitative analysis of this study compared student performance in online (N=171) and face-to face (N=1266) environments using data from the same STEM class over five years, with actual GPA as the covariate. ANCOVAs were calculated, and results showed that, overall, students performed better in the face-to-face class than in the online class, and this difference was more pronounced with students whose GPAs were 3.0 and lower. OLS regression was also conducted to identify predictors contributing to student success in the online classroom – GPA, course load, and student credit hours were the only significant factors predicting online performance. For the qualitative component of this study, issues related to student satisfaction were explored by conducting a focus group from four students enrolled in the online STEM course. Themes emerging from the discussion included interaction, technology, self-regulated learning practices, convenience, and course structure, with interaction as the most prominent theme. These findings help to explain the quantitative findings of why students with higher GPAs perform better – they do so, in part, because they have frequent interaction with the content despite the negative impact of the distance-based environment. Research, such as this study, is important in that identifying effective pedagogy promotes learning, particularly when the learning is done at a distance such as the online environment.
Download or read book Comparing Success Rates for General and Credit Recovery Courses Online and Face to Face written by John Hughes and published by . This book was released on 2015 with total page 51 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report describes the results of a REL Southeast study comparing student success in online credit recovery and general courses taken online compared to traditional face-to-face courses. Credit recovery occurs when a student fails a course and then retakes the same course to earn high school credit. This research question was motivated by the high use of online learning in the Southeast, particularly as a method to help students engage in credit recovery. The data for this study covered all high school courses taken between 2007/08 and 2010/11 in Florida (excluding Driver's and Physical Education). The study compares the likelihood of a student earning a C or better in an online course as compared to a face-to-face course. Comparisons for both general and online courses include those courses taken for the first time and credit recovery courses. The results show that the likelihood of a student earning a grade of C or better was higher when a course was taken online than when taken face-to-face, both for general courses and credit recovery courses. Most subgroups of students also had higher likelihood of success in online courses compared to face-to-face courses, except that English language learners showed no difference in outcomes when taking credit recovery courses online. However, it is not possible to determine whether these consistent differences in course outcomes are attributable to greater student learning, other factors such as differences in student characteristics, or differences in grading standards. The following are appended: (1) Data and methodology; and (2) Detailed results.
Download or read book Comparison of Student Success in Traditional and Distance Delivery Platforms written by Mohammad R. Araeipour and published by . This book was released on 2013 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study compared traditional and distance education delivery platforms (onsite, hybrid, and online) at the college level in an urban setting in terms of student success, measured by final course grades and identified predictors of student success. The study examined the role of variables (prior knowledge of mathematics, language, gender, ethnicity, and disposition toward mathematics) in influencing students to choose a particular educational platform. The participants were 144 undergraduate college students in an intermediate algebra course in three sections taught in the various platforms by the researcher at a community college. A quasi-experimental research design used analysis of variance, analysis of covariance, stepwise multiple regression analyses, and chi-square tests. The results of analysis of variance (ANOVA) and analysis of covariance (ANCOVA) indicated no significant differences in final course grades for the three groups. The results of stepwise multiple regression analyses indicated that disposition and prior knowledge of mathematics were important predictors of student success. The 18- to 24-year-old students had the highest mean score for the on-campus group, and the 30- to 34-year-old students had the highest mean score for the hybrid and online groups; conversely, the 18- to 24-year-old students had the lowest mean score in both online and hybrid courses. On-campus students reported that "course schedule" was the most important factor in registering for an on-campus course, online students cited "work schedule" as the most important factor, and students in all three platforms cited "flexibility" as a factor. Emerging themes were "in-person interaction" for the on-campus and hybrid modes and "study at my own pace" for the online mode. The research has implications for educators in addressing the value of online learning. Recommendations for further research include investigating student social interaction, demographics, and distance education programs to obtain more comprehensive results.
Download or read book A Comparative Analysis of Student Success and Perceptions of Engagement between Face to Face and Online College Courses written by Shane Carroll May and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Maturity Model for Online Classes Across Academic Disciplines written by Barbara Burris Neequaye and published by . This book was released on 2013 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: The number of academic institutions offering courses online has increased with courses being offered across almost all academic disciplines. Faculty members are often confronted with the responsibility of converting a face-to-face course to an online course while simultaneously dealing with new technologies and the interrelationship between the technology, content, and pedagogy. Best instructional practices may be applied inconsistently in the online environment due to faculty members' lack of proficiency in implementing such practices. Although Course Management Systems and Web 2.0 technologies make the task seem less daunting, faculty members still need guidance in consistently implementing best practices in online courses. The study examined the problem of academic institutions offering online courses without any validation or tracking processes to ensure course quality. An online instructional maturity model was developed to guide faculty members in implementing learner-centered practices in online courses. Survey methodology was used to collect data on instructional practices being implemented in the North Carolina Community College System. The model was developed from the survey findings using guidelines from the American Psychological Association Learner-Centered Principles, best practices found in the literature, and the People Capability Maturity Model. Feedback from an expert panel was used to refine the model.
Download or read book The Impact of Distance Learning on Interpersonal Communication Satisfaction written by Denise Marcella Casey and published by . This book was released on 2004 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
