Abstract
Through the use of existing grade and student survey data, this study investigated online courses offered at a public four-year university. Specifically, the study explored differences in student success rates between online and face-to-face courses for traditional undergraduate students as well as the climate of student perceptions towards online courses. Our general results suggest that students performed better in, and had higher levels of preference toward, traditional face-to-face formats. However, overall perceptions of online courses were positive, with students viewing instructional technologies as reliable and easy to use, as well as reporting that online technologies facilitated prompt feedback, enhanced their problem-solving skills, and met their learning needs. Alongside this, students exhibited positive views towards their instructors’ skill level and use of technology to support academic success. Logistic regression analyses of differences in student success across instructional formats revealed interaction effects with variables of age (nontraditional/traditional), aid status and whether or not courses were taken to fulfill general education or major requirements, suggesting a more complex effect of instructional format across student subpopulations. The variability in the results observed in the current study warrant further exploration before definitive conclusions on the impact of instructional format on student outcomes and perceptions can be made.
Highlights
The rise to prominence of distance education (DE) has been primarily driven by the advent of online instructional technologies and the desire to provide access to education to those who would otherwise not be able to participate (Bates, 2005; Beldarrain, 2006; Kentnor, 2015)
To control for variation in course design that occurs in specialized course offerings and shortened formats, student data was removed for courses that were intended for seniors or graduate students (n = 45,677), counted for 5 or more credit hours (n = 1), labelled as a physical activity, studio format, student teaching, recital/ensemble, or Agricultural Institute (AGI) course (n = 22,541), or taught in a shortened format (n = 2,052)
Our findings in relation to grade data support prior literature that has shown differences between online and face-to-face classrooms at the college level (Bernard et al, 2004; Means et al, 2010). They support the assertion that undergraduate students perform at a lower level in online classrooms (Amro, Mundy, & Kupczynski, 2015; Bettinger et al, 2017; Brown & Liedholm, 2002; Buchanan & Palmer, 2017; Emerson & MacKay, 2011; Flanagan, 2012; Ganesh, Paswan, & Sun, 2015; Gundlach et al, 2015; Helms, 2014; Murphy & Stewart, 2017)
Summary
The rise to prominence of distance education (DE) has been primarily driven by the advent of online instructional technologies and the desire to provide access to education to those who would otherwise not be able to participate (Bates, 2005; Beldarrain, 2006; Kentnor, 2015). Comparisons have been made between online DE courses and traditional face-to-face classrooms (Means, Toyama, Murphy, Bakia & Jones, 2009), with the most prominent measures of quality being student success (in the form of completion rate and student grade performance). Conclusions drawn from this literature have been mixed, with studies varying significantly in their findings. In the current review of the available literature, findings for student preferences and attitudes, as well as variables (at the individual and course level) that may impact success in both online and face-to-face formats, are considered alongside research investigating traditional success measurement areas (e.g., grades or GPA). The rationale for the omission of blended learning from the study was based on (a) the large variation in what can constitute a blended course in the research literature (Allen, Seaman, & Garrett, 2007; Brown, 2016), and (b) the inability to accurately document the extent to which a course was blended due to use of secondary (institutional) data sources in the main analyses
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
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
