Students In Traditional Classrooms Research Articles

A Comparison Of Student Performance In An Online Introductory Accounting Course With Traditional Classroom Students

Use of e-courses in higher education has become increasingly widespread in recent years. Educators continue to debate the effectiveness of the technology and some argue that e-courses may be appropriate for some courses, but not for others. Each discipline must determine the effectiveness of e-courses consistent with its own priorities. Within accounting education, no consensus has been reached. Recently, an opportunity to compare student performance in an ecourse setting with that in a traditional classroom setting presented itself. A professor taught the introductory accounting course in the two settings; classes were conducted in such a way that student performance could be compared. This paper describes results and conclusions drawn from the comparisons.

Student outcomes and perceptions of instructors' demands and support in online and traditional classrooms

In this study, seven graduate students were interviewed and 187 (91 online; 96 traditional) graduate students were surveyed about perceptions of differences in instructors' demands and support and student' motivation, self-regulation, satisfaction, and perceptions of learning in these environments. Results indicated significant differences in students' perceptions on all variables except self-efficacy. Results indicated a strong effect for differences between perceived instructor affective support in online and traditional classrooms. Although students in traditional classrooms ranked instructors' affective support higher, the variable had a stronger relationship with online students' satisfaction. Differences between online and traditional students' reports of instructors' academic support, instructors' demands, and students' satisfaction were significant with medium effect sizes. Results are important because they provide information about students' perceptions of the differences in environments created by instructors that relate to students' affective outcomes.

Classroom and Online Management Courses: A Comparison of Student Performance on Standardized Tests

This article reports the findings of a recent empirical study that was conducted at two universities in the United States. The study compared undergraduate students in traditional classrooms with those taking the same courses with the same instructors in online learning environments. The intention of the study was to compare subject matter competencies in management principles within student groups and among industry practitioners. The article provides a report of objectives, methodology, findings, discussion, conclusions, and implications relative to the study. Final suggestions concerning online courses aimed at certification testing preparation are implicated from the findings of the study.

A Comparison of Student Achievement and Satisfaction in an Online Versus a Traditional Face-to-Face Statistics Class

In this study we examined differences between online distance education and traditional classroom learning for an introductory undergraduate statistics course. Two outcome dimensions were measured: students’ final grades and student satisfaction with the course. Using independent samples t-tests, results indicated that there was no significant difference in grades between the online and traditional classroom contexts. However, students enrolled in the online course were significantly less satisfied with the course than the traditional classroom students on several dimensions. This finding is inconsistent with the “no significant difference phenomenon,” described in Russell’s (1999) annotated bibliography, which supports minimal outcome differences between online courses and face-to-face courses.

Can e-learning replace classroom learning?

In an e-learning environment that emphasizes learner-centered activity and system interactivity, remote learners can outperform traditional classroom students.

Migrating to the Web: The Transformation of a Traditional RN to BS Program

Evaluation of our school's self-study data pointed to the need to offer creative distance learning options for students in the registered nurse to bachelor of science (RN to BS) program. Selected courses in the RN to BS curriculum were offered to students in both the traditional classroom and via an online format. End-of-course evaluations and course grades showed no significant difference between the learning experiences of the traditional classroom students compared with those of the online students. This successful pilot encouraged our school to migrate the curriculum of a traditional RN to BS program to an online format.

Technology-Enriched Classrooms

This study compared the attainments of elementary students in technology-enriched classrooms and students in traditional classrooms in terms of student achievement, self-esteem, and classroom interaction. Intact classes from five Louisiana elementary schools were randomly assigned to either treatment or control groups. Treatment classrooms included a variety of technology hardware and software, while control classrooms did not. The sample was composed of 211 students of low socioeconomic status and of various backgrounds, races, and ability levels. Analysis of reading scores revealed no significant differences between groups. Mathematics achievement, composite self-esteem, school self-esteem, and general self-esteem showed statistically significant differences, favoring the treatment group. In addition, interaction analyses during the fall and spring of the school year found a significant difference between type of classroom (technology enriched or not) and type of verbal interactions occurring within those frameworks, with treatment groups being more student centered and control groups being more teacher centered.

TECHNOLOGY IN HIGHER EDUCATION: EXPLORING DISTANCE LEARNING FROM A CONSTRUCT/VIST PERSPECTIVE

The purpose of this study was to explore the extent to which distance learning (distance learning vs. traditional) may influence undergraduate education majors’ emerging constructivist perspective. Elementary education majors at 2 universities (N = 102) volunteered to complete questionnaires. The 3 independent variables were traditional vs. distance learning, whether or not ever enrolled in distance learning, and instructor difference. The 3 dependent variables were concerned with what the instructor provided; what the instructor demonstrated; and what students believed they learned. A Multiple Analysis of Variance (Manova) compared the 3 independent variables across the 3 dependent variables and indicated that students in traditional classrooms rated what the instructor provided, what the instructor demonstrated, and what students believed they learned significantly greater than students in distance learning classrooms. An interpretation suggests that distance learning technology may hold potential for facilitating undergraduate education majors’ emerging constructivist perspective.

Student perceptions of the affective experiences encountered in distance learning courses

Abstract The purpose of this study was to compare the affective perceptions of remote‐site distance learning students, host‐site distance learning students, and traditional classroom students toward the experiences they encounter while taking courses from the College of Education at Valdosta State University. The study used a survey instrument containing twenty‐one Likert‐scale statements grouped into four clusters (student‐teacher interaction, overall course enjoyment/satisfaction, course structure, and the physical learning environment). The instrument was mailed to a sample of 495 students. Results of the study indicated no significant differences between the three groups in regard to student/teacher interaction or course structure. However, the remote‐ and host‐site groups responded significantly less positively to questions dealing with the physical learning environment than did students in the traditional group, and the host‐site group responded significantly less positively to questions dealing with overall course enjoyment/satisfaction than did students in the traditional group.

Content learning: A third reason for using literature in teaching reading

Abstract The purpose of this year‐long study was to compare the amount of historical content information learned by students in classrooms using historical novels in place of basal readers with the amount of historical information learned by students in traditional classrooms. Students’ knowledge of U.S. history was assessed at the beginning and at the end of the school year using an oral free‐recall measure. Students’ oral responses to open‐ended questions were tape‐recorded, transcribed, and categorized as details, main ideas, extended thinking, and then totalled. Students whose teachers used historical fiction novels in place of basal readers recalled significantly more details, main ideas, and total amount of historical information. Students’ written responses to a debriefing survey indicate that they greatly prefer the use of novels for reading instruction. This study suggests that the use of historical novels for reading instruction can increase students’ learning of content information.

The Open Classroom Reconsidered

The open classroom fad has come and gone. There was much that deserved criticism in the way many open classrooms were implemented. Yet the nature of open classrooms was frequently misunderstood. The term "open" was often confused with the arrangement of walls and furniture, and many people thought that open classrooms were unstructured environments. However, open classrooms that were carefully organized by adequately prepared, committed teachers had much to offer students. Research indicates that students in open classrooms were more independent and less conforming, acted more cooperatively, and displayed more creativity than students in traditional classrooms. I contend that, in the current era of school reform, educators should reexamine the philosophy underlying open classrooms and, in revised form and far more carefully than in the past, create open classrooms in schools. In this article I describe open classrooms and summarize their history. I discuss how the structure of open classrooms is likely to affect a variety of schooling outcomes and I review research on the academic and nonacademic outcomes for students in open classrooms. In the final sections of the article I examine the problems of open classrooms and reasons for their decline and then discuss ways to avoid at least some of these problems.

Cooperative Learning and the Structure of Interracial Friendships

Several recent studies have shown that when black and white students work together in cooperative learning teams, they make more cross-race friendships than students in traditional classrooms. This study investigated the structure of new cross-race friendships caused by a cooperative learning intervention. The sample was 402 seventh and eighth grade students in 12 inner-city language arts classrooms. Classes were randomly assigned to cooperative team learning or control classes for a ten-week program. Results indicated that new cross-race friendships tended to be reciprocated rather than unreciprocated and that new cross-race friends were among the first six chosen on sociometric questionnaires rather than more distant choices. Further analysis showed that the treatment increased cross-race friendships equally for students of different sexes, races, and achievement levels. These results have implications for improving intergroup relations between naturally existing racial groups outside of the classroom.

The Effects of Modeling and Classroom Organization on the Personal Space of Third and Fourth Grade Children

This study assessed the effects of modeling and classroom organization, open and traditional, on the personal space of third and fourth grade boys and girls. The sample was composed of 80 students selected from the third and fourth grades from an elementary school with open classroom organization, and a like number selected from a traditional elementary school. In addition, one half of the students from each school viewed a video tape in which a teacher and two students interacted in a proximate teaching situation, while the remaining one half of the students viewed the same teacher and students in a distant teaching situation. The results indicated that open classroom students reported smaller interpersonal distances to specific individuals than traditional classroom students. Also, exposure to the proximate modeled teaching session significantly decreased the subject’s personal space, whereas the distant modeled teaching sessions exhibited little influence on the interpersonal distances.

The Effects of Modeling and Classroom Organization on the Personal Space of Third and Fourth Grade Children

This study assessed the effects of modeling and classroom organization, open and traditional, on the personal space of third and fourth grade boys and girls. The sample was composed of 80 students selected from the third and fourth grades from an elementary school with open classroom organization, and a like number selected from a traditional elementary school. In addition, one half of the students from each school viewed a video tape in which a teacher and two students interacted in a proximate teaching situation, while the remaining one half of the students viewed the same teacher and students in a distant teaching situation. The results indicated that open classroom students reported smaller interpersonal distances to specific individuals than traditional classroom students. Also, exposure to the proximate modeled teaching session significantly decreased the subject’s personal space, whereas the distant modeled teaching sessions exhibited little influence on the interpersonal distances.