Comparing Learning Outcomes and Satisfaction of an Online Algebra-Based Physics Course with a Face-to-Face Course

Abstract

This study aimed to compare the online and face-to-face teaching of a required algebra-based physics course for non-physics majors in large-enrollment course sections. The study design is quasi-experimental; the students self-selected to enroll in either the fully online and asynchronous course or the face-to-face course. In this study, we look at pre- and post-surveys, test grades, and course grades. A total of 116 students from both the face-to-face version (n = 76) and the online version (n = 40) of the course participated in this study. Both courses were taught by the same instructor and covered the same topics using identical homework, quizzes, and tests to ensure comparison fidelity. Findings show that general physics students do equally well in both face-to-face and online versions of the course. However, online students show a higher rate of satisfaction of the course.