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Two Peas in a Pod? A Comparison of Face-to-Face and Web Based Classrooms

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Gale Mentzer at Independent Researcher
Gale Mentzer
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JohnRobert Cryan
JohnRobert Cryan
JohnRobert Cryan
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Berhane Teclehaimanot at University of Toledo
Berhane Teclehaimanot
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Abstract

This study compared student learning outcomes and student perceptions of and satisfaction with the learning process between two sections of the same class-a web-based section and a traditional face-to-face (f2f) section. Using a quasi-experimental design, students were randomly assigned to the two course sections. Group equivalency was established using an instrument designed to determine learning preferences and both versions of the course were delivered by the same instructor. Student learning outcomes compared student test grades and overall grades (included all assignments). To measure student perceptions of student-teacher interactions as well as satisfaction with the course as a whole, identical, end-of-semester evaluations were completed and compared. Finally, to provide an unbiased measure of student-teacher interaction, a modified interaction analysis instrument based upon the work of N. Flanders was used. Findings revealed that student performance on tests was equivalent; however student final grades were lower in the web-based course due to incomplete assignments. Classroom interaction analysis found differences due to delivery methods. Finally, while all student perceptions of the course and the instructor were above average, the f2f group rated both variables statistically significantly higher. Conclusions suggest that the f2f encounter motivates students to a higher degree and also provides students with another layer of information concerning the instructor that is absent in the web-based course.
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Two Peas in a Pod? A Comparison of Face-to-Face and Web-Based Classrooms
Gale A Mentzer; JohnRobert Cryan; Berhane Teclehaimanot
Journal of Technology and Teacher Education; 2007; 15, 2; Research Library
pg. 233
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Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
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... Positive verbal interactions between instructors and students play a crucial role in face-to-face classroom sessions . Studies conducted by Mentzer, Cryan, and Teclehaimanot (2007) and Summers, Waigandt, and Whittaker (2005) have found that these positive interactions can enhance students' motivation to attend class. ...
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