Abstract
The purpose of the research was to compare student performance in an online or face-to-face (F2F) required Psychology course on three distinct sets of variables (i.e., pre-course, course, and post-course variables). Analyses revealed mixed significant and nonsignificant results. Students did not differ in terms of such variables as hours transferred to the university from prior schools, total hours earned toward their degrees, and number of hours currently attempted. However, online students had significantly lower grade point averages, missed significantly more grade opportunities, and were significantly more likely to fail the course compared to their F2F counterparts. These and other results are discussed in relation to potentially developing a different lens through which to view student performance in online courses.
Highlights
As online course offerings and programs continue to grow in higher education, it only makes sense to investigate aspects of the delivery modality
The largest study to date was a meta-analysis conducted by the US Department of Education (USDOE)
This study examined the above research questions in order to understand the similarities and differences between students enrolled in a 16-week semester-long online and a F2F version of a required Careers in Psychology course
Summary
As online course offerings and programs continue to grow in higher education, it only makes sense to investigate aspects of the delivery modality. In looking at the USDOE study [1], one of the requirements to be included in the meta-analysis was Journal of Asynchronous Learning Networks - Vol 18, No 1 (2014)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
