Differences in Student Performance in Epidemiology Depending on Study Mode

2019 ◽  
Vol 5 (3) ◽  
pp. 208-213 ◽  
Author(s):  
Erin Mathieu ◽  
Anagha Killedar ◽  
Tim Driscoll
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Discussion Board ◽  
Online Students ◽  
Face To Face ◽  
Online Mode ◽  
Recorded Lecture ◽  
Instructor Interaction ◽  
Study Mode ◽  
Performance Results

Studies regarding the effectiveness of online learning compared with that of face to face (F2F) learning are conflicting. Some studies show students studying online have better outcomes, some show they have worse outcomes, and others show there is no difference. This retrospective cohort study compares competence in epidemiological concepts at the end of a graduate unit between Masters of Public Health students who studied F2F and those who studied online. In this unit, F2F students attended a 1-hour lecture (which was recorded) and a 2-hour tutorial each week. Online students listened to the recorded lecture and covered the same tutorial material through a facilitated asynchronous discussion board or a weekly synchronous 2-hour webinar. Students completed the same optional in-semester assignment and end of semester open-book exam. The results from 442 students (55% F2F) who completed the unit between 2015 and 2018 inclusive were included. The analysis compared final unit marks, controlling for prior academic performance. Results indicate that competence was reasonable in both formats of the unit but higher in F2F students, who after adjustment for prior degree academic performance achieved an average of 4.6 (95% confidence interval [2.2, 7.1]) more marks than online students. The better performance for F2F students was particularly true for students with poorer prior academic performance. These results suggest that F2F mode was more effective than online mode, particularly for students with a lower prior academic performance. Course instructors could usefully focus on enhancing student–instructor interaction and targeting students with lower academic ability when delivering online units of study.

scholarly journals Impact of Learning in the COVID-19 Era on Academic Outcomes of Undergraduate Psychology Students

2021 ◽  
Vol 13 (16) ◽  
pp. 8735
Author(s):  
Juan Luis Martín Ayala ◽  
Sergio Castaño Castaño ◽  
Alba Hernández Santana ◽  
Mariacarla Martí González ◽  
Julién Brito Ballester
Keyword(s):  
Academic Performance ◽  
Online Education ◽  
Student Performance ◽  
Final Exam ◽  
Conditioning Factors ◽  
Face To Face ◽  
Online Mode ◽  
Significant Difference ◽  
Containment Measures ◽  
The Face

The COVID-19 pandemic, and the containment measures adopted by the different governments, led to a boom in online education as a necessary response to the crisis posed against the education system worldwide. This study compares the academic performance of students between face-to-face and online modalities in relation to the exceptional situation between the months of March and June 2020. The academic performance in both modalities of a series of subjects taught in the Psychology Degree at the European University of the Atlantic (Santander, Spain) was taken into account. The results show that student performance during the final exam in the online modality is significantly lower than in the face-to-face modality. However, grades from the continuous evaluation activities are significantly higher online, which somehow compensates the overall grade of the course, with no significant difference in the online mode with respect to the face-to-face mode, even though overall performance is higher in the latter. The conditioning factors and explanatory arguments for these results are also discussed.

scholarly journals Online or not? A comparison of students’ experiences of an online and an on-campus class

Curationis ◽  
2013 ◽  
Vol 36 (1) ◽  
Author(s):  
Tennyson Mgutshini
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Learning Experience ◽  
Cross Sectional Study ◽  
Measurement Tool ◽  
Online Students ◽  
Cross Sectional ◽  
Student Centered ◽  
Face To Face ◽  
Multiple Data

Educational discourse has long portrayed online, or e-based, learning and all non-campus-based learning options as second best to traditional face-to-face options. Critically much of the research and debate in this area of study has focused on evidence relating to student performance, attrition and retention with little consideration of the total learning experience, which values both the traditional learning outcome measures side-by-side with student-centered factors, such as students’ satisfaction with their learning experience. The objective of this study was to present a synchronous head-to-head comparison between online and campus-based students’ experiences of an undergraduate course. This paper reports on a qualitative comparative cross-sectional study, which used multiple data collection approaches to assess student learning and student satisfaction of 61 students who completed a semester of an undergraduate course. Of the 61 students, 34 were enrolled purely as online students, whilst the remaining 27 students studied the same material entirely through the traditional face-to-face medium. Methods included a standardised student satisfaction survey and an ‘achievement of learning outcomes’ measurement tool. Students on the online cohort performed better in areas where ‘self-direction’ in learning was indicated, for example self-directed problem-based tasks within the course. Online students gave less positive self-assessments of their perceived content mastery than their campus-based counterparts, despite performing just as well in both summative and formative assignments. A multi-factorial comparison shows online students to have comparable educational success and that, in terms of student satisfaction, online learners reported more satisfaction with their learning experience than their campus-based counterparts.

Paramedic Student Performance: Comparison of Online with On-Campus Lecture Delivery Methods

2006 ◽  
Vol 21 (4) ◽  
pp. 261-267 ◽  
Author(s):  
Michael W. Hubble ◽  
Michael E. Richards
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Student Performance ◽  
Classroom Environment ◽  
Educational Process ◽  
Traditional Classroom ◽  
Classroom Setting ◽  
Online Students ◽  
Convenience Sample ◽  
Significant Difference

AbstractIntroduction:Colleges and universities are experiencing increasing demand for online courses in many healthcare disciplines, including emergency medical services (EMS). Development and implementation of online paramedic courses with the quality of education experienced in the traditional classroom setting is essential in order to maintain the integrity of the educational process. Currently, there is conflicting evidence of whether a significant difference exists in student performance between online and traditional nursing and allied health courses. However, there are no published investigations of the effectiveness of online learning by paramedic students.Hypothesis:Performance of paramedic students enrolled in an online, undergraduate, research methods course is equivalent to the performance of students enrolled in the same course provided in a traditional, classroom environment.Methods:Academic performance, learning styles, and course satisfaction surveys were compared between two groups of students. The course content was identical for both courses and taught by the same instructor during the same semester. The primary difference between the traditional course and the online course was the method of lecture delivery. Lectures for the on-campus students were provided live in a traditional classroom setting using PowerPoint slides. Lectures for the online students were provided using the same PowerPoint slides with prerecorded streaming audio and video.Results:A convenience sample of 23 online and 10 traditional students participated in this study. With the exception of two learning domains, the two groups of students exhibited similar learning styles as assessed using the Grasha-Riechmann Student Learning Style Scales instrument. The online students scored significantly lower in the competitive and dependent dimensions than did the on-campus students. Academic performance was similar between the two groups. The online students devoted slightly more time to the course than did the campus students, although this difference did not reach statistical significance. In general, the online students believed the online audio lectures were more effective than the traditional live lectures.Conclusion:Distance learning technology appears to be an effective mechanism for extending didactic paramedic education off-campus, and may be beneficial particularly to areas that lack paramedic training programs or adequate numbers of qualified instructors.

scholarly journals Comparing Student Performance in Online and Face-to-face Delivery Modalities

2014 ◽  
Vol 18 (1) ◽  
Author(s):  
Jeffrey L Helms
Keyword(s):  
Student Performance ◽  
Online Courses ◽  
Grade Point Averages ◽  
Lower Grade ◽  
Online Students ◽  
Grade Point ◽  
Face To Face ◽  
Psychology Course ◽  
Course Variables ◽  
The University

The purpose of the research was to compare student performance in an online or face-to-face (F2F) required Psychology course on three distinct sets of variables (i.e., pre-course, course, and post-course variables). Analyses revealed mixed significant and nonsignificant results. Students did not differ in terms of such variables as hours transferred to the university from prior schools, total hours earned toward their degrees, and number of hours currently attempted. However, online students had significantly lower grade point averages, missed significantly more grade opportunities, and were significantly more likely to fail the course compared to their F2F counterparts. These and other results are discussed in relation to potentially developing a different lens through which to view student performance in online courses.

scholarly journals Assessing Student Performance Between Face-to-Face and Online Course Formats in a College-Level Communications Course

2020 ◽  
Vol 11 (2) ◽  
Author(s):  
Sabine Milz
Keyword(s):  
Student Performance ◽  
Large Scale ◽  
English Language ◽  
Time Frame ◽  
Retention Rates ◽  
Delivery Mode ◽  
Full Time ◽  
College Level ◽  
Online Students ◽  
Face To Face

This observational study adds to a small number of college-specific studies comparing student performance in online and face-to-face versions of the same course. It also complements more large-scale college-based studies that compare the delivery formats across courses, disciplines, and institutions. Using descriptive statistics and the chi-square and ANOVA methods, the author examined comparative educational outcomes by measuring student performance and key factors of student performance in the same mandatory professional communications course taught simultaneously in an online and face-to-face format over a 5-semester time frame. The findings are consistent with other comparative studies that have established that in comparison to face-to-face students, online students are generally more academically prepared; more mature; and more commonly full-time employed, fluent in the English language, and female. Similar to other studies, the factors of gender, age, education, and writing proficiency are significant indicators of student achievement; the factors of employment hours, native language, and direct/indirect entry are not, which shows some discrepancy with other studies. In terms of overall student performance, online and face-to-face-component students earned similar grades and had similar completion and retention rates. This finding does not concur with a number of studies that show that online students are significantly less likely to successfully complete courses than their face-to-face counterparts. Course type (mandatory, elective, remedial, regular), advancement in a course of study (lower year, upper year), and delivery mode choice (fully online vs. mix of online and face-to-face) are probed as explanatory variables for differences in findings.

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

The Value of Handwritten Notes: A Failure to Find State-Dependent Effects When Using a Laptop to Take Notes and Complete a Quiz

2020 ◽  
pp. 009862832097989
Author(s):  
Roni M. Crumb ◽  
Ryan Hildebrandt ◽  
Tina M. Sutton
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Incongruent Condition ◽  
Note Taking ◽  
Sole Purpose ◽  
State Dependent ◽  
Improve Student Performance ◽  
Teaching Implications

Background: Many students use laptops in the classroom to take notes; however, even when laptops are used for the sole purpose of taking notes they can negatively impact academic performance. Objective: The current study examined state-dependent effects, and the potential for a match in note taking and quiz taking methods to improve quiz performance. Method: Participants were placed into a congruent (take notes by hand and complete the quiz by hand or take notes using a laptop and complete an online quiz) or an incongruent condition (take notes by hand and take an online quiz or take notes using a laptop and complete the quiz by hand). Results: The results revealed that participants who took notes by hand performed better on the quiz overall, and better on conceptual questions, then students who took notes using a laptop. We failed to find evidence for state-dependent effects. Conclusions: The current study suggests that taking notes by hand may improve how students encode material, and result in higher quality external storage used by students when studying for quizzes. Teaching Implications: Reinforcing the notion that taking notes by hand may benefit quiz performance for lecture-style information and could improve student performance in class.

scholarly journals Effects of Socio-Academic Intervention on Student Performance in Vulnerable Groups

2021 ◽  
Vol 13 (14) ◽  
pp. 7673
Author(s):  
Tarquino Sánchez-Almeida ◽  
David Naranjo ◽  
Raquel Gilar-Corbi ◽  
Jessica Reina
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Student Performance ◽  
Academic Intervention ◽  
Vulnerable Groups ◽  
University System ◽  
Higher Education System ◽  
Economic Support ◽  
Support Mechanisms ◽  
The University

In Ecuador, affirmative action policies enable students from vulnerable groups to preferentially enter universities. However, these policies are limited to admission and do not include academic or socio-economic support mechanisms that, according to the literature, promote student insertion in the higher education system. In this study, the effects of socio-academic intervention on the academic performance of vulnerable students are presented. For this, 41 students were selected among 164 vulnerable students entering the Escuela Politécnica Nacional in the second term of 2019. The 41 students attended a socio-academic intervention course for one term, while the remaining 123 attended the Escuela Politécnica Nacional levelling course directly. Once both groups of students finished the levelling course, their performance in each of the course subjects was compared. The results showed that the academic performance of the students in the intervention was significantly higher in mathematics and geometry compared to the students who had no intervention. These results show that the socio-academic intervention promotes the real insertion of vulnerable students in the university system.

Teamwork attitudes, interest and self-efficacy between online and face-to-face information technology students

2019 ◽  
Vol 25 (5/6) ◽  
pp. 253-278 ◽  
Author(s):  
Abdullah Konak ◽  
Sadan Kulturel-Konak ◽  
Gordon W. Cheung
Keyword(s):  
Self Efficacy ◽  
Academic Program ◽  
Sample Population ◽  
Online Classes ◽  
Online Students ◽  
Content Type ◽  
Face To Face ◽  
Positive Attitudes ◽  
Teamwork Skills ◽  
Students Attitudes

PurposeChallenges of teamwork in online classes may adversely affect students’ future attitudes toward teamwork. Further, there is a concern about whether online programs foster students’ teamwork skills. To answer these questions, the purpose of this paper is to compare online and face-to-face students’ attitudes toward teamwork, interest in learning teamwork skills and teamwork self-efficacy.Design/methodology/approachThe authors developed a conceptual model explaining how students’ background, engagement in learning teamwork, teamwork self-efficacy and interest in learning teamwork affect attitudes toward teamwork and rigorously tested the model for a meaningful comparison between online and face-to-face students. Attitudes toward teamwork, teamwork interest and teamwork self-efficacy of 582 online and face-to-face students who attend the same academic program were compared.FindingsThe results suggest that online students have less positive attitudes towards teamwork compared to face-to-face students although online students have a higher level of teamwork self-efficacy. Therefore, online students’ relative less positive attitudes toward teamwork cannot be explained by the lack of engagement, teamwork skills or interest.Research limitations/implicationsThe homogeneity of the sample population is one of the limitations of the paper although it provides the opportunity for a comparative study of online and face-to-face students by controlling the majors.Practical implicationsInstructors should evaluate the appropriateness of team assignments while incorporating teamwork in online classes.Originality/valueConcerns about online teamwork are discussed but have not been rigorously investigated in the literature. The authors conducted a comprehensive study involving 582 undergraduate students. The findings of this paper suggest that new approaches are needed to incorporate teamwork in online classes. The results also show that importance of building teamwork self-efficacy.

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