Literaturnachweis - Detailanzeige
| Autor/inn/en | Ashby, Jean; Sadera, William A.; McNary, Scot W. |
|---|---|
| Titel | Comparing Student Success between Developmental Math Courses Offered Online, Blended, and Face-to-Face |
| Quelle | In: Journal of Interactive Online Learning, 10 (2011) 3, S.128-140 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1541-4914 |
| Schlagwörter | Electronic Learning; Online Courses; Web Based Instruction; Blended Learning; Instructional Effectiveness; College Instruction; Comparative Analysis; Statistical Analysis; Predictor Variables; Academic Persistence; Two Year College Students; Conventional Instruction; Enrollment Rate; Mathematics Tests; Mathematics Instruction; Community Colleges; Developmental Studies Programs; Algebra |
| Abstract | Community colleges are increasing their enrollment faster than four-year universities and have also had the highest growth rate in online learning enrollments in higher education. This increase in community college enrollment and specifically in online and developmental courses, leads to a need for research with this population; sadly, very little research focuses on online students in community colleges. The purpose of this paper is to present a research study which compared student success in a Developmental Math course offered in three different learning environments (online, blended, and face-to-face). Using quantitative instruments, data from 167 participants was collected including, demographic information, unit test grades and standardized Intermediate Algebra Competency Exam scores. Results of a one way ANOVA showed that there were significant differences between learning environments with the students in the blended courses having the least success. Additional analysis was done to address issues of attrition since attrition rates are high for community college students and online students. Data analysis with the attrition adjusted sample showed that the face-to-face students performed most poorly. The findings of this study contradict the current research findings of no significant difference in success based on learning environment. (Contains 4 tables.) (As Provided). |
| Anmerkungen | University of Alabama. 152 Rose Administration, P.O. Box 870104, Tuscaloosa, AL 35487. Web site: http://www.ncolr.org/jiol |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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