Abstract
The same course in both an online and on-campus environment makes for an extended experimental comparison of learning outcomes, while controlling for two important variables: the instructor and the content of the course Students learn course content through four kinds of encounters—alone, one-to-one, one-to many, and many-to many.The online version of “Introduction to Shakespeare” course has consistently better learning outcomes than the on-campus version, as a result of the compelling nature of the one-to-one communication mode online and the textual nature of the many-to-many and one-to-many modes online. Text-based communication in the online class reinforces the skills pertinent to a literature class. Other crucial factors are online pedagogy and the self-selection. Ultimately, the differences between the online and F2F classrooms may be less crucial to learning outcomes than the degree to which the course design, regardless of technological environment, develops and supports students’ abilities to practice adult learning styles.
Highlights
From 2000-2002, I taught University of California Berkeley Extension Online English XB17, “Introduction to Shakespeare,” and simultaneously taught the on-campus equivalent, English 17, as a lecturer for U.C
Teaching the same class in both an online and oncampus environment makes for an extended experimental comparison of the learning outcomes of an online class directly against its on-campus equivalent, while controlling for two important variables: the instructor and the content of the course
I believe that the online version of my “Introduction to Shakespeare” course has consistently better learning outcomes than the on-campus version, as a result of the compelling nature of the one-to-one communication mode online and the textual nature of the many-to-many and one-to-many mode online
Summary
From 2000-2002, I taught University of California Berkeley Extension Online English XB17, “Introduction to Shakespeare,” and simultaneously taught the on-campus equivalent, English 17, as a lecturer for U.C. Part of this result may be specific to the course content: Text-based communication in the online class reinforces the skills pertinent to a literature class Another crucial factor in the difference in learning outcomes is the interaction between pedagogical biases of the online classroom and the self-selected nature of students taking an online distance education Shakespeare class through University of California Berkeley Extension Online. Those who complete the online class are often the “very models” of Malcolm Knowles’ description of an adult learner—experienced, self-directive, task-oriented, interested in problem-solving and immediate application. The differences between the online and F2F classrooms may be less crucial to learning outcomes than the degree to which the course design, regardless of technological environment, develops and supports students’ abilities to practice adult learning styles
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