A Comparison of Online versus Face-to-Face Teaching Delivery in Statistics Instruction for Undergraduate Health Science Students

Autor/inn/en	Lu, Fletcher; Lemonde, Manon
Titel	A Comparison of Online versus Face-to-Face Teaching Delivery in Statistics Instruction for Undergraduate Health Science Students
Quelle	In: Advances in Health Sciences Education, 18 (2013) 5, S.963-973 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-012-9435-3
Schlagwörter	Teaching Methods; Online Courses; Conventional Instruction; Quasiexperimental Design; Comparative Analysis; Academic Achievement; Undergraduate Students; Statistics; Health Sciences; Academic Aptitude; Grades (Scholastic); Control Groups; Experimental Groups; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Schulleistung; Statistik; Notenspiegel; Unterrichtserfolg
Abstract	The objective of this study was to assess if online teaching delivery produces comparable student test performance as the traditional face-to-face approach irrespective of academic aptitude. This study involves a quasi-experimental comparison of student performance in an undergraduate health science statistics course partitioned in two ways. The first partition involves one group of students taught with a traditional face-to-face classroom approach and the other through a completely online instructional approach. The second partition of the subjects categorized the academic aptitude of the students into groups of higher and lower academically performing based on their assignment grades during the course. Controls that were placed on the study to reduce the possibility of confounding variables were: the same instructor taught both groups covering the same subject information, using the same assessment methods and delivered over the same period of time. The results of this study indicate that online teaching delivery is as effective as a traditional face-to-face approach in terms of producing comparable student test performance but only if the student is academically "higher performing". For academically "lower performing" students, the online delivery method produced significantly poorer student test results compared to those "lower performing" students taught in a traditional face-to-face environment. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10