An evaluation of student performance and preference for traditional and online delivery modes

Abstract

Although use of interactive online activities is now common within higher education, it is not clear whether or not its use is associated with subsequent attainment. Additionally, it is not clear whether student preferences for, and satisfaction with, different styles of module delivery is associated with their performance. This paper reports two studies exploring student preferences for different learning methods and the relationship between use of online activities and test performance. In the first, student satisfaction with modules was recorded in addition to their preferences for different modes of delivery. In the second, the relationship between student engagement with online activities and their subsequent performance was assessed. In Study 1, three regression analyses demonstrated that a number of factors predicted overall module satisfaction including both general course and specific module factors. Lectures were found to be the preferred method of module delivery, followed by practical classes: a preference for online learning was not found. In addition a number of differences in preferences were observed across gender and level of study. In Study 2, completed assessment, web links, content and files were regressed against grade attained. Only engagement in e-learning was associated with enhanced performance. Although a preference for traditional methods of delivery was found, it appears that engagement in online activities is associated with the obtainment of higher grades. However, this study was unable to establish whether or not engagement leads to higher attainment or whether high attainers are more likely to engage in online activities. The implications of these two studies are that although e-learning may not be the preferred mode amongst students, engagement with aspects of it is associated with better performance, reinforcing the important role of blended learning in the delivery of in Higher Education.