%0 Journal Article %1 citeulike:9549990 %A Dell, Cindy A. %A Low, Christy %A Wilker, Jeanine F. %D 2010 %J Journal of Online Learning and Teaching %K assignments, era-b-journal, face-to-face-assessment, online-assessment, online-learning %N 1 %T Comparing Student Achievement in Online and Face-to-Face Class Formats %U http://jolt.merlot.org/vol6no1/dell_0310.htm %V 6 %X A research project was conducted to analyze student achievement using submitted assignments for two sections of a graduate course in human development and learning, taught both online and face-to-face, as well as three sections of undergraduate educational psychology, two of which were taught face-to-face, and one taught online. Results suggest there were no significant differences between the work submitted by students from the online sections and from the face-to-face students, and that the methods of instruction are more important than the delivery platform.

@article{citeulike:9549990, abstract = {{A research project was conducted to analyze student achievement using submitted assignments for two sections of a graduate course in human development and learning, taught both online and face-to-face, as well as three sections of undergraduate educational psychology, two of which were taught face-to-face, and one taught online. Results suggest there were no significant differences between the work submitted by students from the online sections and from the face-to-face students, and that the methods of instruction are more important than the delivery platform.}}, added-at = {2011-07-27T01:37:06.000+0200}, author = {Dell, Cindy A. and Low, Christy and Wilker, Jeanine F.}, biburl = {https://www.bibsonomy.org/bibtex/265ff9b29abfb451a2ee9a0558d0bfefc/rubrics}, citeulike-article-id = {9549990}, citeulike-linkout-0 = {http://jolt.merlot.org/vol6no1/dell_0310.htm}, comment = {(private-note)For the undergraduate sections, the null hypothesis could not be rejected. There were no differences found between student work from the online section and the face-to-face sections. Therefore, it can be said with some confidence that there are no differences in the quality of work between the undergraduate groups (online vs. face-to-face students), or specifically, that the quality of work is not dependent upon the course format. Results of the Chi-Square analysis for the undergraduate assignments may be seen in Table 2. The results for the graduate course were different, with ratings from two of the four assignments showing a significant difference between the groups quality of work. The two assignments for which the null was rejected were the analysis of the short story (p= .007) and the final exam explanation of self-efficacy (p=.037). In both cases, the online learners scored higher than those in the face-to-face section did. The analysis results for the Self-Efficacy Explanation are not as robust as those from the Short Story Analysis, and since the number of assignments rated was low, and other variables not controlled, the results should be interpreted with caution. Results of the Chi-Square analyses may be seen in Table 3. The results of this study further confirm Bernard et al. (2004), Means et al. (2009) and others, that demonstrated that the platform or medium (online vs. face-to face) is not as important as the instructional strategies employed, since there were few differences between in the quality of work from the online and face-to-face sections.}, interhash = {22d708d540499bd79228ef58b94f0fbc}, intrahash = {65ff9b29abfb451a2ee9a0558d0bfefc}, journal = {Journal of Online Learning and Teaching}, keywords = {assignments, era-b-journal, face-to-face-assessment, online-assessment, online-learning}, month = mar, number = 1, posted-at = {2011-07-15 07:08:24}, priority = {3}, timestamp = {2011-07-27T01:37:08.000+0200}, title = {{Comparing Student Achievement in Online and Face-to-Face Class Formats}}, url = {http://jolt.merlot.org/vol6no1/dell_0310.htm}, volume = 6, year = 2010 }