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comparison of the outcomes of distance learning students versus traditional classroom students in the community college
Title
A comparison of the outcomes of distance learning students versus traditional classroom students in the community college.
Creator
Rosenfeld, Georgette., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description
The purpose of this study was to compare the achievement and completion rates of students in traditional face-to face classrooms to that of students in the same courses, taught by the same instructors, via the Internet using WebCT as the learning management system. The possibility of a mediating effect of subject matter area, student age, race, gender and previous college experience was also examined. Subjects for the study were 796 students enrolled in general education courses that were...
Show moreThe purpose of this study was to compare the achievement and completion rates of students in traditional face-to face classrooms to that of students in the same courses, taught by the same instructors, via the Internet using WebCT as the learning management system. The possibility of a mediating effect of subject matter area, student age, race, gender and previous college experience was also examined. Subjects for the study were 796 students enrolled in general education courses that were offered in the traditional classroom setting and in the distance learning format. The three general education courses chosen were American History, English Composition and Mathematics for Liberal Arts. Approximately half of the students participated in each format; 50.5% were in distance learning courses and 49.5% were in the traditional face-to-face courses. Student achievement was determined by final course grade and tested using an independent two-sample t-test. Completion rates were calculated for both groups and the difference between groups was tested using a two-sample z-test. To study the impact of subject matter, age, race, gender and previous college experience on student achievement and completion rates in both methods of instruction, a series of two-way ANOVAs were conducted for each group and each variable. A post-hoc analysis using the Tukey HSD procedure was conducted on any variables that tested to have a statistically significant effect on the academic achievement or completion rate in either delivery method. The findings of this study indicate that there was no difference in student achievement as measured by final course grade between distance learning and traditional classroom delivery methods. The main effect for age, race, gender and previous college experience was statistically significant on student achievement. The interaction effect was statistically significant for subject matter and previous college experience on student achievement. There was a statistically significant difference between completion rates of students enrolled in traditional face-to-face courses compared to those in distance learning courses. The traditional courses have a higher completion rate than the distance learning courses. The variable with the greatest mediating effect on academic achievement and completion rates between delivery methods was subject matter area.
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Date Issued
2005
PURL
http://purl.flvc.org/fcla/dt/12148
Subject Headings
Computer-assisted instruction, Computer-assisted instruction--Design, Educational technology, Distance education, Internet in higher education, Academic achievement
Format
Document (PDF)
Investigation of instructional strategies designed to promote achievement and retention in online mathematics classes
Title
Investigation of instructional strategies designed to promote achievement and retention in online mathematics classes.
Creator
Porro, Ana M., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this study was to investigate the effect of using learner self-assessment and multifaceted instructional strategies on student achievement and retention in online mathematics classes. The study used a quasi-experimental design. The study sample consisted of 35 students who were enrolled during the fall term 2010 in online Precalculus or Trigonometry classes at Palm Beach State College. Both treatment and comparison groups were taught by the researcher. Since the subjects in the...
Show moreThe purpose of this study was to investigate the effect of using learner self-assessment and multifaceted instructional strategies on student achievement and retention in online mathematics classes. The study used a quasi-experimental design. The study sample consisted of 35 students who were enrolled during the fall term 2010 in online Precalculus or Trigonometry classes at Palm Beach State College. Both treatment and comparison groups were taught by the researcher. Since the subjects in the study were not randomly assigned, the design was one of nonequivalent groups where the treatment group was compared to a similar group from the previous year. To limit researcher bias, the course exams were the same for both treatment and comparison groups. Five hypotheses were developed to examine the relationships between preferred learning strategies, the use of online tools, and achievement and retention. The five hypotheses were investigated with the following procedures respectively: ANOVA, linear regression, Pearson correlations, t-test and chi-square, and linear regression analysis with dichotomously coded variables. The findings indicated that the ATLAS groups did not show a preference for online tools, except for ebook. In addition, the use of most tools predicts achievement. The ebook is the only tool that is not significantly related to all the other tools. Achievement was not significantly different among treatment and comparison groups, but retention was. Retention for the treatment group surpassed retention for the comparison group by 15%. Results also pointed out that the ATLAS groups moderate the relationship between some of the online tools predicting achievement.
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Date Issued
2011
PURL
http://purl.flvc.org/FAU/3333313
Subject Headings
Computer-assisted instruction, Achievement in education, Distance education, Education, Effect of technological innovations on
Format
Document (PDF)
VCOIN: Virtual Classroom Over the Internet
Title
VCOIN: Virtual Classroom Over the Internet.
Creator
Patel, Rajesh Jivanbhai., Florida Atlantic University, Hsu, Sam, College of Engineering and Computer Science, Department of Computer and Electrical Engineering and Computer Science
Abstract/Description
Today we live in the world where geographic distances on this planet are no longer big hurdles for information exchange. This has been possible due to widespread use of the Internet in recent years. Emergence of the Internet and the World Wide Web (WWW) have been significant in the development of low cost distance learning systems. In recent years, technologies for multimedia online publishing and online collaboration have developed significantly. Because of these developments, cost-effective...
Show moreToday we live in the world where geographic distances on this planet are no longer big hurdles for information exchange. This has been possible due to widespread use of the Internet in recent years. Emergence of the Internet and the World Wide Web (WWW) have been significant in the development of low cost distance learning systems. In recent years, technologies for multimedia online publishing and online collaboration have developed significantly. Because of these developments, cost-effective information exchange and two-way communication across the Internet is possible. This thesis proposes a new virtual classroom model named Virtual Classroom Over the Internet (VCOIN). It also presents a high-level architecture and a implementation of a prototype of VCOIN. VCOIN introduces a new approach towards teaching across the Internet. It also has some unique features that brings it one step closer to being a truly virtual classroom system over the Internet. Lessons learned from various experiments of the VCOIN prototype are described in this thesis.
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Date Issued
1998
PURL
http://purl.flvc.org/fcla/dt/15530
Subject Headings
Internet in education, Telecommunication in education, Distance education--Computer-assisted instruction
Format
Document (PDF)
Virtual science instructional strategies
Title
Virtual science instructional strategies: a set of actual practices as perceived by secondary science educators.
Creator
Gillette, Tammy J., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this proposed research study was to identify actual teaching practices/instructional strategies for online science courses. The identification of these teaching practices/instructional strategies could be used to compile a set of teaching practices/instructional strategies for virtual high school and online academy science instructors. This study could assist online science instructors by determining which teaching practices/instructional strategies were preferred for the...
Show moreThe purpose of this proposed research study was to identify actual teaching practices/instructional strategies for online science courses. The identification of these teaching practices/instructional strategies could be used to compile a set of teaching practices/instructional strategies for virtual high school and online academy science instructors. This study could assist online science instructors by determining which teaching practices/instructional strategies were preferred for the online teaching environment. The literature reviewed the role of online and face-to-face instructional strategies, then discussed and elaborated on the science instructional strategies used by teachers, specifically at the secondary level. The current literature did not reflect an integration of these areas of study. Therefore, the connectedness of these two types of instructional strategies and the creation of a set of preferred instructional practices for online science instruction was deemed necessary. For the purpose of this study, the researcher designed a survey for face-to-face and online teachers to identify preferred teaching practices, instructional strategies, and types of technology used when teaching high school science students. The survey also requested demographic data information from the faculty members, including years of experience, subject(s) taught, and whether the teacher taught in a traditional classroom or online, to determine if any of those elements affect differences in faculty perceptions with regard to the questions under investigation. The findings from the current study added to the literature by demonstrating the differences and the similarities that exist between online and face-to-face instruction. Both forms of instruction tend to rely on student-centered approaches to teaching., There were many skills that were similar in that both types of instructors tend to focus on implementing the scientific method. The primary difference is the use of technology tools that were used by online instructors. Online instructors tend to rely on more technological tools such as virtual labs. A list of preferred instructional practices was generated from the qualitative responses to the open-ended questions. Research concerned with this line of inquiry should continue in order to enhance both theory and practice in regard to online instruction.
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Date Issued
2009
PURL
http://purl.flvc.org/FAU/2182083
Subject Headings
Distance education, Computer-assisted instruction, Science, Study and teaching (Secondary), Computer-assisted instruction, Education, Effect of technological innovations on, Teaching, Aids and devices
Format
Document (PDF)
Preparing Florida faculty to teach online
Title
Preparing Florida faculty to teach online.
Creator
Arsht, Stephanie., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this case study was to describe and further understand how faculty are being prepared and developed to teach web-based courses at a college in Florida. The study examined practices used by the college in preparing their faculty to teach online. Faculty preparation and development were defined as any activity which expands knowledge about how to teach web-based courses. Broward College was chosen as the site of study. Utilizing the qualitative case study approach, the researcher...
Show moreThe purpose of this case study was to describe and further understand how faculty are being prepared and developed to teach web-based courses at a college in Florida. The study examined practices used by the college in preparing their faculty to teach online. Faculty preparation and development were defined as any activity which expands knowledge about how to teach web-based courses. Broward College was chosen as the site of study. Utilizing the qualitative case study approach, the researcher collected and analyzed data during the Fall 2009 academic semester. Data collection methods included interviews, observations of faculty development workshops as well as online classrooms, and document analysis. The study revealed Broward College's method of preparing faculty to teach online. Faculty are prepared to teach online through the Instructional Technology Department. This method focuses heavily on professional development workshops that directly correlate with the types of online classes offered at the college. Faculty are also prepared to teach online through the use of consultants, known as e-associates, as well as other follow-up support. This was an educational leadership study that focused on preparing faculty to teach online. Florida's community colleges are becoming baccalaureate degree-granting colleges, and as enrollments increase, so will the demand for online classes. In turn, college faculty need to be prepared to teach online. This study emphasizes the importance of leadership, administration, and support needed in order to successfully prepare faculty to teach online.
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Date Issued
2011
PURL
http://purl.flvc.org/FAU/3166833
Subject Headings
Educational leadership, Study and teaching (Graduate), Education, Higher, Computer-assisted instruction, College teachers, In-service training, Effective teaching, Internet in education, Distance education
Format
Document (PDF)