No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Performance Gaps Between Online and Face-to-Face Courses: Differences Across Types of Students and Academic Subject Areas
Abstract
Using a dataset containing nearly 500,000 courses taken by over 40,000 community and technical college students in Washington State, this study examines the performance gap between online and face-to-face courses and how the size of that gap differs across student subgroups and academic subject areas. While all types of students in the study suffered decrements in performance in online courses, those with the strongest declines were males, younger students, Black students, and students with lower grade point averages. Online performance gaps were also wider in some academic subject areas than others. After controlling for individual and peer effects, the social sciences and the applied professions (e.g., business, law, and nursing) showed the strongest online performance gaps.
... The results are quite mixed. Some analyses find student outcomes to be better in online contexts (Iseminger et al., 2020;Means et al., 2010), while some find better outcomes in face-to-face contexts (Bir, 2019;Xu & Jaggars, 2014), and some determine both contexts to be roughly equivalent (Horspool & Lange, 2012;Kelani et al., 2021;Mollenkopf et al., 2017;Paul & Jefferson, 2019). These mixed findings suggest that there may be underlying constructs related to the mode of instructional delivery that are often overlooked and unexamined by researchers. ...
... There may also be disciplinary differences in how learning occurs in an online versus a face-to-face format. In a large-scale examination of the community college system in Washington state over five years, Xu and Jaggars (2014) found that certain discipline areas, such as the social sciences, consistently demonstrated a larger gap in student performance online versus face-to-face compared with other discipline areas, such as the natural sciences. The varied findings and conclusions in the current literature base comparing online and face-toface learning formats raise many questions about the nature of learning in these varied contexts. ...
... Yet accessibility does not guarantee success. A sizable body of research has found differences in educational outcomes in online courses by gender, race/ethnicity, age, and prior levels of educational attainment, some of which determined that online formats can exacerbate differences that already exist in traditional face-to-face courses (Xu & Jaggars, 2014). ...
In recent years, online approaches to teaching anthropology have become popular in higher education. In this exploratory account, we consider how student understanding of anthropological ideas differed in online vs. face-to-face modalities of an anthropology of education course. Through content analysis of student essays and discussion posts over 8 semesters of the course as it was delivered in both formats, we considered patterns in students’ conceptual responses to anthropological ideas. Our analysis revealed differences in student conceptual engagement, with greater acquisition and understanding of anthropological perspectives in the face-to-face course than in the online course. Drawing from recent work in the anthropology of learning that emphasizes interactional and social dimensions of learning, we suggest that a possible explanation for these differences lies in features of the interaction environment in each course. Our study points to ways in which the fine-grained study of online course environments through analysis of student writing may offer significant insights into improving teaching of anthropology in such contexts more generally.
... Gli studenti concordavano inoltre sul fatto che i corsi online richiedono maggiore responsabilità e motivazione personale, nonché maggiori capacità di gestione del tempo, rispetto ai corsi in presenza (Bork & Rucks-Ahidiana, 2013). In effetti, gli studenti che hanno maggiori probabilità di scegliere corsi online sembrano avere livelli più elevati di capacità accademica e motivazione rispetto ai coetanei che scelgono un programma di corsi completamente in presenza Xu & Jaggars, 2014). Tuttavia, non tutti gli studenti online hanno forti capacità di apprendimento autodiretto, per cui proprio questa categoria di studenti potrebbe aver bisogno di ulteriore supporto per sviluppare tali competenze e non è chiaro se la maggior parte delle Università che organizza corsi online offra tale supporto (Xu & Jaggars, 2014;DeLaquil & Wang, 2021). ...
... In effetti, gli studenti che hanno maggiori probabilità di scegliere corsi online sembrano avere livelli più elevati di capacità accademica e motivazione rispetto ai coetanei che scelgono un programma di corsi completamente in presenza Xu & Jaggars, 2014). Tuttavia, non tutti gli studenti online hanno forti capacità di apprendimento autodiretto, per cui proprio questa categoria di studenti potrebbe aver bisogno di ulteriore supporto per sviluppare tali competenze e non è chiaro se la maggior parte delle Università che organizza corsi online offra tale supporto (Xu & Jaggars, 2014;DeLaquil & Wang, 2021). ...
... Studi su piccola scala, che hanno ad oggetto l'apprendimento online nelle Università private, hanno riscontrato poche differenze nei risultati tra i corsi online e quelli in presenza (Bailey & Jaggars, 2010), a differenza dei community college pubblici, dove spesso si osservano tassi di regolarità e voti marcatamente inferiori nei corsi online. Studi su larga scala nei community college (percorso a distanza e percorso in presenza) suggeriscono che questi divari permangono anche dopo aver controllato le caratteristiche degli studenti e dei corsi (Kaupp, 2012;Xu & Jaggars, 2014). Il livello di apprendimento autogestito degli studenti può variare in base al sesso, all'età, all'etnia e al livello di istruzione. ...
Il secondo rapporto dell’Osservatorio MHEO (Milan Higher Education Observatory) presenta una fotografia degli studenti delle Università in Italia, indagando le motivazioni che spingono gli studenti a decidere di intraprendere un percorso universitario, le scelte di mobilità geografica degli studenti, la composizione della popolazione studentesca (per tipologia di corsi) e la regolarità della carriera universitaria. La condizione studentesca è analizzata anche in relazione al diritto allo studio (estendendo lo sguardo anche al sistema AFAM) e alla diffusione della didattica a distanza, con particolare riguardo alle Università telematiche. Il rapporto, nello spirito di MHEO, ha cura di analizzare le specificità dei fenomeni osservati rispetto a Milano e alla Lombardia. Podcast di presentazione della collana e prima pubblicazione
... For example, Andrade (2012) found that students who are most successful in online courses exhibit high levels of self-regulation skills like metacognition (also see Bernacki et al., 2011;Fielding et al., 2008). More generally, with the increased freedoms and reduced structures in online settings (e.g., many online courses are offered asynchronously, leaving students to choose when-and sometimes even how-to access course information), metacognition is likely to be integral to success (Azevedo et al., 2019;Xu & Jaggars, 2011;Xu & Jaggars, 2014). Throughout the twenty-first century, online learning for college students has been-and will likely continue to be-commonplace (Allen et al., 2016). ...
... Along these lines, research (e.g., Henricks et al., 2021) shows, for example, that women and men did not differ in their language use along traditionally gendered lines when posting to an online course forum. These findings suggest that there must be other differences, other than differences in metacognition as a facet of effective learning behaviors, that explain differential outcomes (Wladis et al., 2015;Xu & Jaggars, 2014). ...
Metacognition is a valuable tool for learning, due to its role in self-regulated learning. However, online learning settings bring new challenges for engaging in metacognition given the unique opportunities and challenges presented by the online space, especially for diverse populations and students underrepresented in STEM (UR-STEM). Thus, we investigated whether a relation existed between college STEM students’ metacognition—measured by their spontaneously produced metacognitive phrases in online course discussions forums—and their success in an online STEM college course—measured by their final course grade. Using Bayesian generalized linear models, we examined whether this relation differed for UR-STEM compared to non-UR-STEM students and whether related course behaviors (i.e., engagement and verbosity) and prior knowledge predicted variance in course grade. Metacognition plausibly predicted course grade and we found no plausible differences between UR- and non-UR-STEM students, suggesting that the online space could afford students from diverse groups the capacity to engage equally in a critical aspect of self-regulated learning: metacognition. Implications of the results for teaching and learning STEM content in the online space are discussed.
... Learning online can be a challenge, particularly if the students were expecting and prefer a traditional F2F mode of course delivery (Riggs, 2019). Traditional F2F instruction exhibits several advantages over online instruction (Xu & Jaggars, 2014). First, it is more dynamic than online instruction, offering the opportunity for direct interaction between students and instructors, fostering immediate feedback, clarification of concepts, and personalized support (Sujatha & Bhuvaneshwari, 2021). ...
... Third, it does not rely on networked systems. Most importantly, students who preferred face-to-face classes demonstrated higher achievement test scores compared to those who preferred online classes, suggesting a potential correlation between preference for instructional modality and academic performance (Sekine et al., 2022;Xu & Jaggars, 2014). This indicates that students' comfort levels and performance outcomes may be influenced by their mode of instruction. ...
... The challenges related to student engagement and motivation in online learning environments echo the concerns of Moore (2013) and Xu & Jaggars (2014), who note the importance of interactive and supportive online learning experiences. This study contributes to this discourse by identifying specific factors that impact engagement in Smith County, such as the need for interactive content and opportunities for collaboration. ...
... Finally, the study has brought to the fore challenges related to student engagement and motivation in online learning, supporting concerns raised by Moore (2013) and Xu & Jaggars (2014). The findings suggest strategies for maintaining student interest and participation, emphasizing the importance of interactive and supportive learning experiences. ...
This qualitative case study examines the impact of online education in Smith County (a pseudonym), a rural area in the southwestern United States characterized by economic challenges and a large Hispanic population. This study aimed to identify the barriers to and facilitators of educational equity in digital environments. A purposive sampling was utilized to select participants who could provide rich, in-depth insights into the impact of online education within Smith County. In-depth interviews were conducted and focus groups held with students, teachers, and administrators within Smith County. Data analysis was conducted through an iterative process of coding and thematic analysis. The study was informed by the theoretical framework of digital divide and culturally responsive pedagogy. This study delved into the nuanced challenges faced by this community, including technological access, digital literacy, and socio-economic factors. The analysis also explored the pedagogical approaches and support systems that contribute to effective online learning experiences within this rural area. The findings revealed a complex interplay of factors affecting online education engagement and success, highlighting the critical role of tailored support services, culturally responsive teaching, and community partnerships to enhance educational outcomes. The study underscores the importance of understanding local contexts and learner needs in designing and implementing online education programs that specifically address equity. Major conclusions point toward the need for comprehensive strategies that go beyond providing internet access, emphasizing the creation of inclusive, supportive online learning communities. This research contributes to the discourse on educational equity in the digital age, offering insights for educators, policymakers, and online education providers seeking to improve access and outcomes for all learners.
... Craig [4] demonstrated the online learning very cost effective conducting some investigation studies [4]. Xu and Jaggars [5] investigated the other modal that classroom teaching, was a well-proven tutoring standard in which teaching elegance and arrangement had been advanced over numerous eras. F2F teaching was supposed to have many advantages which were not possible in online mode. ...
... F2F teaching was supposed to have many advantages which were not possible in online mode. Some scholars suggested the settings that could change the capability of efficiency conceptions through online education [5]. Biel and Brame [6] described magnificently transforming the educational realization of F2F undergraduate (UG) courses to online ones. ...
... However, the regulation of time and effort presents a significant challenge for many students, especially for students who are traditionally underrepresented in higher education (Ifenthaler et al., 2022;Park et al., 2018). Prior research suggests that first-generation students, socioeconomically disadvantaged students, and students from historically underrepresented minorities (URM) face greater challenges with regulating their learning Rodriguez et al., 2021;Xu & Jaggars, 2014). ...
Many college students struggle with regulating the time and effort they invest in classes. We used digital trace data from a learning management system to examine students' behavioral engagement and associations with course performance in four chemistry courses (N = 1596). Results from Study 1a show that behavioral engagement declined across the course, except for high spikes in exam weeks. Students with higher regularity and continued engagement after midterm exams obtained higher course grades, whereas steep increases in study activities shortly before exams did not predict performance. Using a selective subsample of students (n = 51, with 510 observations over time) who identified chemistry as a challenging course, Study 1b explores whether in tentions to regulate learning behaviors with goal-directed control strategies lead to changes in behavioral engagement. Intentions to use control strategies lead to short-term changes in behavioral engagement, but students did not implement planned adjustments to their study behaviors in the long run.
... Online and face-to-face (F2F) education had been compared in a number of studies. Some studies claim online education leads to less effective teaching [1], [2] & [3], which may negatively impact students' perception on the teaching quality of their lecturers. In online teaching, students report spending longer studying due to a lack of physical interaction with teaching [4]. ...
The COVID-19 pandemic has become a global health issue and has had a major impact on education. Distance learning was implemented during COVID-19 pandemic. Concerns towards the negative impact of online learning such as lack of physical interaction between lecturers and students give rise on the need to study the impact of such a method towards student’s performance and student’s perception in the quality of teaching. This paper aims to determine whether the subject’s mean marks and lecturer’s evaluation (e-PPP) marks differs significantly between the online and face to face teaching method. From the case study of subjects offered by Mathematical Sciences Department in UTM, the results show that there is no correlation between the subject’s mean marks and lecturer’s evaluation marks. Findings from ANOVA show that both marks are not significantly different between the online and face to face of teaching methods. This may indicate the adaptability and readiness from students to experience and embrace the distance learning via online teaching.
... Online study also provides first-generation students with the opportunity to study alongside work whilst maintaining a balanced lifestyle (Michael, 2012). In terms of graduation and dropout probabilities, the data for traditional students is clear: online teaching contributes to a higher risk of dropping out and a lower probability of graduation (Xu and Jaggars, 2014). ...
The expansion of higher education has led to a more diverse student population, theorized around the concept of the non-traditional student. This term is used to describe students whose socio-demographic characteristics, motivations, study engagement and experiences differ from those of traditional higher education participants. The non-traditional student population is a highly heterogeneous group in which the individual student presents with specific motivations, needs, and constraints, but a common requirement is for more flexible teaching and learning methods to meet their complex educational needs. We here examine this demand for flexibility through the preferences students express for online teaching methods, and we investigate whether differences between traditional and non-traditional students are mainly due to inequalities, the role of parental education in particular, or on the contrary, whether they are related to certain characteristics such as age, employment and residential status. The data used in this investigation was collected during the period characterized by the containment measures linked to the Covid-19 pandemic from students enrolled at the University of Bologna. The results of the investigation presented below confirm that non-traditional students exhibit a clear preference for online as opposed to face-to-face learning and that parental education is particularly relevant for those under 25.
... The other modality, classroom teaching, is a well-established instructional medium in which teaching style and structure have been refined over several centuries. Face-to-face instruction has numerous benefits not found in its online counterpart (Xu and Jaggars, 2016). This study is aimed at investigating the students" ...
Education at all levels is usually forward-looking; it is important for the learner to keep pace with the dynamic and fast-changing environment. Student-centered approaches to education have begun to gain traction in our day and age. Pakistan is no exception in this regard.
In this study, the researchers tried to find out students’ perceptions about e-learning and f2f learning at university level. Proper statistical techniques were used for collecting, standardizing and analyzing the data. Quantitative research approach was adopted. The population was comprised of all the university students studying in the Punjab, Pakistan. Multistage sampling technique was used to select a sample from the population. A total of 150 students were included in the study as sample.
In order to determine the students’ perceptions about e-learning and f2f learning, the researchers developed the tool. The data was analyzed using the Statistical Package for Social Sciences (SPSS) software.
Results concluded that students have positive perceptions about f2f learning as compared to e-learning. It was determined that a significant difference does not exist in overall male and female students’ perceptions. Additionally, no significant difference exists on the basis of locale.
It is recommended that qualitative approach should also be used for better understanding of the phenomenon. It is also recommended by the researchers to conduct additional research with a bigger sample size. Future studies may be able to support or reject the results of this study.
... Según un estudio de metaanálisis realizado por (Xu & Jaggars, 2014), se encontró que los estudiantes que se involucran en cursos híbridos presentan un desempeño académico superior en contraste con aquellos que solo participan en cursos tradicionales o en línea. Esta afirmación sugiere que la modalidad de aprendizaje híbrido puede compensar las restricciones inherentes a cada uno de los enfoques mencionados, brindando así una experiencia educativa más enriquecedora. ...
En este exhaustivo estudio se analiza detalladamente la eficacia del innovador enfoque de aprendizaje híbrido como un modelo educativo sumamente efectivo en el contexto de la era post-pandemia que estamos atravesando actualmente. El modelo de aprendizaje híbrido integra de manera sinérgica la instrucción cara a cara con la educación virtual, lo cual posibilita una flexibilidad y adaptabilidad superiores en el proceso educativo. Dado el significativo impacto que la pandemia ha tenido en el sistema educativo a nivel mundial, resulta imperativo profundi-zar en el análisis de cómo este nuevo paradigma puede llegar a influir de manera sustancial en el desempeño académico y en la motivación intrínseca de los estudiantes. Para llevar a cabo este objetivo, se puso en marcha un diseño de investigación cuasiexperimental, el cual integró de manera sinérgica técnicas de recolección de datos tanto cuantitativas como cualitativas. La muestra seleccionada para el estudio estuvo compuesta por un total de 150 estudiantes de edu-cación básica, los cuales fueron distribuidos equitativamente en tres grupos diferenciados: uno que participó en un programa educativo híbrido innovador con un enfoque centrado en la tecno-logía, otro que siguió un enfoque tradicional con algunos elementos híbridos mínimos incorpo-rados, y un tercer grupo que optó por un modelo de enseñanza completamente presencial. Du-rante un extenso periodo de tiempo de 12 semanas, se llevaron a cabo evaluaciones exhaustivas del rendimiento académico y la motivación de los participantes, utilizando pruebas tanto antes como después de la intervención, así como cuestionarios estandarizados para obtener datos pre-cisos y detallados. Los resultados obtenidos en el estudio revelaron que el grupo de estudiantes que tomó parte en el programa educativo de modalidad híbrida experimentó mejoras significati-vas en su rendimiento académico, así como niveles notablemente superiores de motivación en contraste con los demás grupos analizados. El aprendizaje híbrido se ha destacado en la actuali-dad por su notable capacidad para adaptarse de manera efectiva a las diversas y particulares necesidades individuales de los estudiantes, fomentando así un entorno educativo más inclusivo, dinámico y flexible.
... It is important to recognize the different approaches to delivering courses in the virtual environment, distinguishing between asynchronous e-learning platforms lacking real-time interaction with instructors, and synchronous systems such as video-conferencing or text-chat communication (Hrastinski, 2008). Research on asynchronous e-learning systems reveals challenges in mathematics education (Smith & Ferguson, 2005), with difficulties in the instructional process that are not significantly impacted by students' social backgrounds or demographic characteristics (Xu & Jaggars, 2014). Even the combination of asynchronous and synchronous systems does not lead to significant improvements (Ferguson, 2020), as issues like the absence of mathematical notation, social isolation, and technical challenges persist in hindering the educational process. ...
This study addresses the emerging challenges in mathematics education, emphasizing the integration of innovative teaching strategies and tools amidst the evolving educational landscape. The study begins with an analysis of prevalent e-learning and communication systems in distance education, pinpointing their limitations and identifying the gaps in effective remote mathematics instruction. In response, we introduce a novel educational platform designed to facilitate real-time mathematics teaching over the Internet, aiming to replicate the interactive essence of traditional classroom settings within a digital domain. The system features a suite of tools including a mathematical editor, a virtual whiteboard, audio-video communication capabilities, a virtual library, and an evaluation support module, all accessible via a standard web browser. The platform’s effectiveness was assessed through its application in regular mathematics classes at two secondary schools in Romania, as well as in a private tutoring scenario. The paper presents the findings of these preliminary studies, offering insights into the usefulness and usability of the platform and its potential to seamlessly integrate into existing educational frameworks without compromising the quality of instruction.
... The implementation of MOOCs in specific fields (Zhu et al., 2018), let alone Political Science, has been less studied. Social science and humanities MOOCs tend to have more dropouts (Adamopoulos, 2013;Xu & Jaggars, 2014). Nevertheless, such MOOCs can disseminate insights about society and politics to a greater audience, potentially contributing to informed electoral choices and political participation. ...
Massive Open Online Courses (MOOCs), praised for their global scale and open-access elements, are commonly associated with several challenges. These include unequal access, limited interactivity, or insufficient learner background and skills. This article aims to understand how introducing online and offline connectivist elements influences MOOC learners’ engagement and motivation and self-perceived benefits from undertaking MOOCs. To do so, we present descriptive statistics and analyse results from focus groups of regionally and disciplinarily diverse learners of the Federica Web Learning – International Political Science Association (IPSA) MOOCs, who were introduced to connectivist elements in the IPSAMOOCs. We find that limited connectivist elements added to the IPSAMOOCs did not notably affect learner engagement and motivation. However, the IPSAMOOCs have considerable potential to impact engagement and motivation, if combined with offline activities. The findings contribute to studying the prospects of MOOCs as a potential avenue for accessible, global digital Political Science education, advancing the appreciation of democracy. Highlights:
• Explores how (social science) MOOCs help advance democratic consciousness.
• Presents online and offline connectivist elements in MOOC design.
• Offline connectivist elements in MOOC design amplify online communities.
• Connectivist MOOC design choices may foster learner engagement and progress.
• (Social science) MOOCs benefit from more emphasis on online community-building.
... Moreover, student perceptions of flexible learning during the pandemic, as reported by Al-Mawee et al. (2021), reflect a spectrum of emotions, indicating a complex picture. The study by Xu and Jaggars (2014) reveals that students who previously struggled academically in traditional face-to-face settings may face even more significant hurdles when transitioning to distance learning, resulting in lower grades. Notably, hybrid learning, as a form of flexible learning, presents its challenges, including the need for reliable internet access, the imperative for effective time management to complete virtual coursework, and the risk of distractions (Carlton 2020). ...
This concurrent mixed-methods study investigates the landscape of flexible learning in graduate education among 41 coursework academic programs at five State Universities and Colleges (SUCs) in the Davao Region, Philippines. Data collection included an online survey with 422 graduate students and interviews with ten graduate program enrollees. The study employed a combination of statistical mean analysis and Colaizzi's phenomenological data analysis framework for data interpretation. Through the Community of Inquiry (CoI) framework, this research indicates high ratings for the three essential dimensions of CoI Theory-teaching, social, and cognitive presence, reflecting a significant level of satisfaction with flexible learning in the graduate education programs offered by State Universities in the Davao Region. Guided by Schlossberg's Transition (ST) Theory, this study uncovers promising opportunities associated with flexible learning. Graduate students are presented with the prospects of self-directed learning, financial and time savings, enhancement of digital skills, multitasking abilities, and the cultivation of crucial soft skills. However, flexible learning is not exempt from limitations, including challenges on unreliable internet connectivity, power interruptions, electronic device-related risks, financial stress, and balancing multiple work and academic responsibilities. To surmount these challenges, graduate students employ various coping strategies such as effective time management, maintaining a positive outlook, and seeking support from family, colleagues, classmates, friends, and their institutions. This research contributes to enhancing the sustainability and enrichment of flexible learning in graduate education. It strongly advocates for a comprehensive analysis of a multifaceted framework, alignment of flexible learning with graduate students' preferences, and a nuanced understanding of the evolving landscape of flexible learning in graduate education.
... Numerous universities offer complimentary or low-cost online statistics courses to the public. Some studies have documented that students in an online or hybrid environment exhibit less positive attitudes toward statistics compared to students in traditional face-to-face courses, and they delay enrollment in statistics courses due of anxiety (DeVaney, 2010;Xu & Jaggars, 2014). Several items in the current instruments are not conducive to measuring statistics anxiety in an online or hybrid environment; therefore, diagnosing students' statistics anxiety in these contexts becomes increasingly critical (Liu, 2021). ...
The phenomenon of statistics anxiety, prevalent particularly among students engaged in non-mathematical disciplines such as the social sciences, has been linked to a multitude of detrimental outcomes. Over time, several instruments have been developed to measure this construct; however, a comprehensive analysis of these instruments and an adequate evaluation of their psychometric properties have been conspicuously absent. In an attempt to bridge this gap, we undertook a systematic review in accordance with Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines using PsycINFO, Scopus, Web of Science, MEDLINE, and PubMed. Our focus was on studies that were published in peer-reviewed English journals and reported a self-report measure of statistics anxiety. These included both original developments and further validations. We employed Skinner’s three-stage framework to assess the methodological quality of the instruments that were retrieved. Out of the 225 results that our search yielded, a mere 28 satisfied the inclusion criteria. The resulting papers reported on the psychometric properties of eight scales. The identified measures undoubtedly provide the potential of capturing some of the key features of the construct. However, our analyses unveiled certain psychometric limitations. Consequently, we advise researchers to either use the most psychometrically robust measures or conduct additional evaluations to ensure the accuracy of their results.
... The most frequent obstacle for students was dealing with the learning experience by facing the (Jebbour, 2022;White, 2003). The students also did not have an appropriate room to study at home that constrained them to get the opportunities provided by the convetional learning (Abid et al., 2021;Fauzi, 2022;Gonzales et al., 2018;Xu & Jaggars, 2014). ...
Penerapan pembelajaran jarak jauh atau pembelajaran tatap muka di era pendidikan normal baru memiliki implikasi psikologis bagi siswa termasuk pada pelajaran matematika. Penelitian ini bertujuan untuk menemukan model konseptual implementasi manajemen kurikulum dalam pembelajaran matematika jarak jauh di SMP. Penelitian ini merupakan kualitatif dengan pendekatan deskriptif dengan data berasal dari 10 SMP, data diperoleh secara kolektif berupa wawancara dari narasumber. Data diolah dengan aplikasi atlas.ti 8 kemudian divalidasi dan melakukan triangulasi sumber sehingga muncul hasil penelitian yakni (1) strategi pelaksanaan manajemen kurikulum dalam pembelajaran matematika jarak jauh yang diterapkan di pimpin langsung oleh kepala sekolah dengan bentuk brakedown peraturan, (2) pembelajaran yang dilakukan oleh guru berdasarkan perencanaan yang telah disusun oleh guru pada awal tahun ajaran, (3) sarana prasarana untuk pelaksanaan pembelajaran sudah terpenuhi, (4) pelatihan yang diberikan pada guru sudah di program oleh kepala sekolah dengan periodik, (5) pembentukan kelas yang dilakukan berfungsi untuk mengelompokan peserta didik sesuai dengan minat dan kemampuannya, (6) kendala yang dihadapi oleh guru adalah sulit mengetahui eksperesi peserta didik saat pembelajaran, (7) kendala yang dihadapi oleh peserta didik adalah jaringan dan kuota yang dimiliki oleh peserta didik sehingga sulit memahami materi yang disampaikan oleh guru. The implementation of distance learning or face-to-face learning in the new normal education era has psychologically affected the students, including in mathematics learning. This study aimed to find a conceptual model to implement curriculum management of distance learning in mathematics in junior high schools. This qualitative descriptive study collected data from 10 junior high schools. The data were obtained collectively by using interviews. The data was processed using the atlas.ti 8 application and then validated and triangulated the sources so that the results of the research emerged, namely, the implementation strategy of curriculum management of the distance learning in was directed by the school principal in the form of regulatory breakdown, learning carried out by the teacher based on the plan prepared by the teacher at the beginning of the school year, the infrastructure of the learning process was provided, the training provided to teachers was programmed by the principal periodically, the class distribution was based on the student’s interests and abilities, the obstacle faced by the teacher was that it was difficult to know the expressions of the students during learning, the obstacles faced by students was the internet quota and unstable network to such an extent that students were having difficulties to understand the materials delivered by the teacher.
... Just as the researchers who are cited above have sought after and collected very specific feedback, and the participants of these studies, including this study, have provided very specific perceptions from their lived experiences, Black males, and all learners, must tap into self-awareness and use the information that is personal and specific to their learning path to advocate for themselves in learning environments and communities. Self-awareness and advocation are learned skills that fall under the umbrella of autonomy; while it may take time to sharpen these skills, they are integral to the shared role that befall learners and instructors when it comes to the dualistic nature of autonomy.Per Chapter 1, Black males are more likely to enter into higher education at risk for low academic performance and college readiness(Addis and Withington, 2016;Xu and Jaggars, 2014). Black males are at higher risk of attempting college careers underprepared (Jaggers and Bailey, 2010). ...
Transactional distance theory (Moore, 1973, 1993, 2013, 2019) identifies transactional distance as a psychological or communication gap that can be perceived by learners based on their personal educational needs and/or preferences. These perceptions of distance can occur in any learning environment but especially in online learning environments and can influence course satisfaction, participation, and persistence (Tinto, 2009). Perceptions of transactional distance are observed through interactions and are influenced by the theory’s three main tenets of course structure, dialogue, and learner autonomy through instructional design and personalization. Semi-structured qualitative interviews were conducted with Black males taking online asynchronous math courses at a mid-sized North American university to determine how the participants’ perceived instances of transactional distance. The tool was designed as a lens to examine transactional distance through five types of learner interactions. Results of the study support the theory’s purport that learners perceive instances of transactional distance based on personal educational needs and/or preferences. The findings also support empirical research findings stating that educational disadvantages can be exacerbated in distance learning environments, especially for marginalized or underprepared populations (Paul et al., 2015; Salvo et al., 2019; Stewart et al., 2010; Xu & Jaggars, 2013). Per the research, learners should experience varied interactions with options for personalization. Stakeholders have the opportunity to support learners through professional development for instructors and course designers, cycles of feedback, learner support programs, personalization, and varied course design which should include interactions, dialogue, opportunities for autonomy, and course structures appropriate for online learning environments.
... Traditional education in a classroom is a well-established teaching environment that has been implemented for many years. The face-to-face system has many benefits compared to online learning (Xu and Jaggars, 2016). Education in a classroom is dynamic, with real-time face-toface instruction and active student participation. ...
Key Words The COVID-19 pandemic has had widespread impacts on various aspects of human life. Since its outbreak, a wide range of restrictions and regulations have been implemented to reduce the spread of the virus. This study aims to investigate grade-based differences in academic performance among Health Sciences students during the years 2019, 2020, and 2021, specifically in relation to the pandemic. Academic performance was measured for students who received 'pass grades' between 2019 and 2021. The study sample consisted of 845 full-time students, with 418 from the Health Science Faculty and the remaining from the Vocational School of Health Services. Of the 845 participants, 342 were online students, while the remaining 503 were traditional face-to-face students. The results indicate that online education has led to an improvement in grade-based academic performance compared to the conventional face-to-face system (95% Confidence Interval of the Difference: Lower-13.34, Upper-10.32; t-test:-15.40; p=0.012). Therefore, we recommend that universities incorporate online education into their academic curriculum.
... Face-to-face classroom instruction is dynamic in nature as traditional face-to-face teaching provides real time interactions, stimulates encouraging discussion and sparks creative innovation questions. A number of benefits are particularly associated to this face-to-face instructional method and these cannot be found in online learning [4]. On the other hand, online learning provides a number of benefits such as the freedom to communicate with instructors, connect with classmates and complete assigned tasks from anywhere without sacrificing work time, family time and travel expense [5]. ...
A shift in the mode of learning and teaching delivery has occurred in the changing pedagogical landscape of the world. Online and blended learning have gained momentum due to evolving technologies and their capability to provide the flexibility of place or distance. Although online and traditional face-to-face mode of delivery share many fundamental aspects for both student and educator, there are significant differences between these modalities. Therefore, carefully considered pedagogical design and well-planned approaches are required instead of retrofitting online technologies in a traditional face-to-face classroom. The study presented the online application of a blended learning model and compared student learning experience between traditional face-to-face format and blending learning platform. The study results indicate no significant different between these those modes of delivery and concludes that online delivery with carefully considered pedagogical design approaches can maintain student engagement. However, further research is warranted.
... The decision will largely be dictated by the target demographic and the flexibility of their schedules. It is not surprising that performance gaps between online and face-to-face learning are greatest in the applied professions (25). Therefore, for programs targeting recent undergraduates who are looking to complete the program well prepared for the field while acquiring industry connections and placement opportunities, then a greater volume of face-to-face is necessary. ...
Considerations of the development of a strength and conditioning postgraduate course, the structure, content and learning outcomes.
... Other challenges that students faced, which hindered their enjoyment of online learning, included limited interaction, social and emotional isolation, and the need for social distancing [11], [13]. Xu and Jaggars [28] also found in their research on distance learning that students who already faced difficulties in their academic environment during face-to-face learning are more likely to achieve lower grades in distance learning. The findings from the research conducted by Nashir and Laili [29] indicate that 91% of the 103 students surveyed prefer face-to-face class interaction over online learning. ...
There is no longer an emergency situation that requires full online learning in education, as COVID-19 has subsided. However, now that digital learning has become firmly established, its integration seems inevitable. Therefore, students’ feedback on their experiences with full virtual learning is crucial. It allows us to anticipate and create a well-prepared post-pandemic learning environment that integrates online classrooms effectively. The investigation of students’ experiences during the shift to online learning induced by the pandemic remains relatively scarce in West Kalimantan, a province in Indonesia. This research aims to fill this knowledge gap. The study employed a descriptive quantitative method to collect the participants’ experiences during online learning, aiming to describe the limitations, discontent, and expectations associated with online education. The survey collected responses from 769 undergraduate students at the university under study. The findings suggest that, despite the significant challenges of online learning, such as stable Internet connections and data quotas, Indonesian students consider themselves digitally literate and anticipate continuing to engage in online learning to supplement the traditional face-to-face classrooms they strongly desire. The lack of interviews in this study warrants further investigation to improve the findings.
... Ni (2013) notes that there can be no significant differences in the outcomes of online learning and face-to-face learning. According to Xu and Jaggars (2014), students have more difficulties succeeding in online settings than in traditional classes. ...
This paper aims at investigating the impact of online teaching on the process of English language learning. Online teaching nowadays has been an important component in education around the world. That is to say, technology integration is increasingly being used in the process of teaching and learning languages. There is a considerable number of studies observing the entry and use of online teaching, yet no studies have examined the impact of online teaching on English language learning at the university level in Kurdistan Region of Iraq. Thereby, for the purpose of achieving the aim of the study, i.e., investigating the impact of online teaching, a questionnaire was administered to a randomly selected sample of 25 senior students at the Depts. of English Language and Literature from some selected universities in Kurdistan Region of Iraq. Results revealed that the majority of the students are not in favor of e-learning. In other words, students' attitudes towards e-learning indicated that they are not really ready to deal positively with this mode of learning. Accordingly, online teaching or as it is known e-learning does not seem to improve students' skills and needs in English language learning.
... This shift to a relaxed remote environment can diminish their engagement and academic outcomes. Furthermore, adapting to self-paced learning can be challenging, with some facing issues like poor time management and lack of motivation, leading to procrastination (Xu & Jaggars, 2014). Feedback from both male and female students can offer invaluable insights into their online chemistry education experiences, aiding educators in customizing courses to cater to diverse needs. ...
This research comprehensively analyzes students’ Chemistry Learning Experience (CLE) during the COVID-19 pandemic, comparing online learning experiences with traditional face-to-face instruction in the post-pandemic phase. Employing a quantitative approach and leveraging the Rasch model, the study focuses on capturing the nuances of individual student perceptions, an aspect often overlooked in group-centric statistical analyses. One hundred students (49 males and 51 females) participated in both study phases. Segmented into behavioral tendencies, content perceptions, and specific learning needs, the evaluation tools provided insights into the students’ CLE across the two instructional modalities. Results from the stacking analysis revealed a positive shift in CLE post-pandemic, with students demonstrating a better grasp of and attitude toward chemistry in face-to-face settings. Racking analysis further underscored the changing difficulty perceptions of specific content items across the two learning environments. Gender-based patterns in CLE were also evident, with male students expressing a more favorable view of online learning during the pandemic than their female counterparts. The research findings advocate for a blended learning approach, harnessing the strengths of both online and traditional instructional methods. Furthermore, insights into gender-specific learning experiences emphasize the need for inclusive and adaptive teaching strategies, ensuring optimal learning experiences for all students. The study underscores educators’ and students’ resilience and adaptability in navigating the challenges of the pandemic. It offers valuable insights for future educational strategies in chemistry education.
... The abrupt transition to online platforms necessitated a corresponding shift in learning and instructional methodologies. The concept of fully online instruction resonated particularly well with the tech-savvy generation of learners (referring to students proficient in technology use, especially computers, according to Xu & Jaggars, 2014). These tech-savvy students gravitate toward utilizing mobile phones or laptops for learning, granting them the flexibility to engage from virtually anywhere. ...
Considering the COVID-19 crisis and the sudden shift from face-to-face classes to online ones, universities had to initiate a new phase of educating learners using online platforms, known as ERT (Emergency RemoteTeaching). This study aims to uncover the challenges EFL instructors, their learners, and university administrations encountered during ERT through conducting a qualitative case study. Accordingly, twenty-two learners, six instructors, and two administrative staff members who faced difficulties with online instruction during ERT at Alzahra University participated in this research by invitation. The participants were semi-structurally interviewed through social networking platforms (WhatsApp and Telegram) as well were manually coded and subjected to thematic analysis. The study's findings revealed that the inadequate infrastructure of the university, the lack of technical knowledge among learners and professors, unsuitable online materials, absence of training workshops, evaluation challenges, inadequacies of Adobe Connect (the chosen video conferencing platform for Alzahra University's online classes), lack of interaction among learners, overcrowded heterogeneous classes, suboptimal learning environments, and internet connectivity issues were the most significant challenges faced by language learners and instructors during ERT. Additionally, the study identified that the primary challenge for the online department authorities during ERT was addressing instructors' and learners’ problems throughout the semester and conducting online exams at the conclusion of the course.
... Similar to trends nationwide (Smalley, 2021), all courses at our university went online in the spring of 2020, with many being developed into hybrid models going into the following fall. While this may have been a case of everyone making the best of a challenging situation, research has demonstrated how student performance, particularly those who are already academically struggling, can be diminished in online courses (Xu & Jaggars, 2014). ...
Among the abundant literature that deals with the differences between distance learning and face-to-face training, the author first notes certain aspects that may be of interest to learners, teachers and instructional designers in distance mediation training: comparative efficiency, learner autonomy, interactivity, etc. It then shows that distance mediation organizations and providers offer, among their various services, training offers in online mediation (or "computer-assisted" mediation) and face-to-face mediation. In this range of offers, F. Ben Mrad points out a major pitfall in online mediation training, with regard to the learning of the profession and its certification. Finally, his analysis focuses on the absence or virtual absence of teaching relating to the specific modalities and components (especially psychological and social) of distance communication in mediators' training programs.
Background
The COVID-19-related pandemic has affected education hugely, particularly in terms of the massive shift towards online teaching and learning. Higher education students and professors have faced new challenges, which might improve future online education behaviour, based on online education experience and learning, and pedagogical strategies during the COVID-19 pandemic.
Objective/Aim
The aim of this paper is to explore the views of Romanian students towards a possible future online education, highlighting their perceptions regarding the efficacy of digital online learning/pedagogical strategies and of the technological infrastructure, using as support theory the Input-Environment-Outcomes (I-E-O) model.
Methods/Instruments
An empirical quantitative-based investigation was implemented; data being collected from almost 800 students in business and economics. Based on the proposed conceptual model, data were analysed with structural equations modelling via SmartPLS 3.0.
Results
The novelty of the paper is that it tries to address students’ perceptions regarding the future of online education, by using a few constructs, some of them validated in the literature, in order to establish pertinent links between these and the future of digital education. Results reveal that Romanian students prefer face-to-face teaching rather than online courses.
Conclusions/implications
In crisis situations, digital education might be the proper solution for future education, as it ensures effective education through efficient teaching-learning strategies and an advanced technological infrastructure.
This paper discusses Higher Education (HE) and changes in HE, using inequality as a frame. It provides an brief overview of the changes in the HE landscape; explains how Therborn’s 2013 equality/inequality is framework suitable for this discussion ; considers some of the key questions and implications at the global, institutional and course levels through this inequality lens; and finally asks some questions and make some suggestions for how the issues of inequality in HE could be addressed going forward.
Education is the right of every child irrespective of the condition of the child. Education
aims at “maximum development of abilities and skills of which the individual is
capable” (Hutt and Gibby, 1976) “complete social, physical and emotional
development” (Leeming, Swann, Coupe and Miltler, 1979) all round preparation for
life” (Tansley and Fulliford, 1960). These statements have the virtue that they are
universally applicable to all children regardless of their capabilities or limitations and
apply to all ages and stages of development. They emphasize the fact that education is
appropriate and justifiable for all children. Right to education and work is mentioned
in Article 41 of Indian Constitution. In addition, Article 45 quotes “Free and
Compulsory Education for all children up to the age of 14 years”. Therefore, children
whether abled or disabled have a right to “appropriate” education. “Appropriate
education” means that education which enables them to exercise the greatest possible
degree of personal independence and allow them the fullest possible participation and
maximum benefit from their physical and social environment. To fulfill this, there is a
need for appropriate methods and physical environment setups for imparting education
to Children with Intellectual Disability.
Massive Open Online Courses (MOOCs) require learners to self-regulate their learning to achieve their goals. Due to MOOCs’ learning autonomy, students must develop strong motivations for learning and self-regulated strategies. The aim of the present study is to investigate learners’ motivations for learning and their self-regulated learning strategies which led some to successfully complete their MOOC, whereas others not. One-hundred-and-twenty (120) learners in xMOOCs, or Coursera-type-MOOCs, took part in the study by completing the MSL-Questionnaire. The results indicated that learners who had completed their MOOC had developed strong motivations of extrinsic orientation, task value, and high self-efficacy. Furthermore, they had used strategies of elaboration and of metacognitive self-regulation. They were able to manage their time and study environment and felt the obligation to keep on studying even when the content of the course did not seem to have any interest on them. Finally, individual differences among the participants, such as gender, year of school graduation, reasons for participating in the MOOC, time for studying, and time dedicated to work per week were found to differentiate both motivations for learning and self-regulated learning strategies.
p style="text-align:justify"> Certain demographics of students may prefer certain modalities, and certain demographics may achieve higher mean grades in some teaching modalities than others. This study used student-section data from five years of all the undergraduate courses at Kennesaw State University (KSU) from 2015 to 2019. This data set with individual student course outcomes included full student demographics and course types, including previous university grade point average (GPA), sex, age, ethnicity, course department, modality, etc. The study only used data from those instructors who taught hybrid sections, as well as in-person and online sections, to avoid the effect of instructor bias. Previous research found that instructors who taught hybrid sections gave higher grades for their online and F2F sections compared to those instructors who had not taught hybrid sections. The results showed that that hybrid-teaching instructors gave higher mean course grades for their hybrid sections than their online or F2F sections and higher mean course grades than non-hybrid teaching instructors in all modalities. This effect held for all demographics. </p
Most people use a course grade as a rough indicator of learning achieved in a course. This investigation looked at the effect of Covid on mean course grades by teaching method, student demographics, and college. It showed that there is a clear pattern of mean course grade increase in Spring 20 for different modalities, demographics, and colleges, with a slow decline thereafter to above pre-Covid levels. This pattern holds except in the Honors college which had the opposite pattern. The results also show that hybrid courses clearly maintain the highest mean grade level throughout the timeframe. Since the patterns were consistent across modalities, demographics, and colleges, these metrics don’t affect mean grade patterns. These results may provide a clue that average grades and GPA are not good indicators of student learning. Although GPA is often the only indicator one has, this study discusses the use of course grades as a measure of learning and how effective it is.
Encountering challenges in academic writing is inevitable for first-year students who are yet to become familiar with the writing patterns and structure. Students often struggle with the change; online learning and its advantages have not fully materialised due to the disruptions, familiarity, resistance, and problems associated with technology. The purpose of the study was to examine first-year students’ experience with the face-to-face learning model and blended learning model at TVET College in Western Cape South Africa.The study employed a mixed-method approach to collect data from the research participants. The online questionnaire was adopted as the instrument of data collection for the quantitative data and 185 participants completed the questionnaire. An interview schedule guide was the instrument of data collection for the qualitative data and twelve (12) students voluntarily participated in the semi-structured interviews. Findings from both the quantitative data and qualitative data revealed that mere technology is not as effective since integrating it into teaching approaches and providing students with interactive activities and collaboration can enhance their academic performance. Face-to-face contact remains a vital part of teaching and learning, and this conclusion emphasises that blended learning is a novel and valuable way to reach students, underscoring the combination of both face-to-face and online learning. This article makes an important contribution to higher education (HE) and learning models by examining the first-year students’ experience of learning models at a South African Technical and Vocational Education and Technology (TVET) college in the Western Cape. Keywords: Blended Learning Applications, Distance Education, English Second Language, Face-to-face, First-year Students, Writing, Online learning.
This review examines the crucial role of community partnerships in enhancing online education at Historically Black Colleges and Universities (HBCUs). It highlights how these collaborations can address unique challenges faced by HBCUs, offering insights into successful models and best practices for developing impactful partnerships. The significance of community partnerships lies in their potential to broaden access, improve curriculum relevance, and support student success, contributing to educational equity and innovation at HBCUs. The literature underscores the multifaceted benefits of such partnerships, including resource and technology access, alignment of educational programs with workforce needs, and comprehensive student support. Despite these advantages, the review identifies gaps in empirical research specifically linking community partnerships to online education enhancements at HBCUs, indicating a need for further study. In summary, community partnerships emerge as essential for advancing online education at HBCUs, providing a pathway towards educational equity and societal development. The review encourages policymakers, educators, and community leaders to foster these collaborations, leveraging their transformative potential for the benefit of HBCU students and the broader community.
In this study, we investigated the effects of online supplemental instruction (SI) and hybrid learning on first-year students who were enrolled in a required first-year general chemistry class for engineers at Northeastern University during the Fall 2020 semester. During the COVID-19 pandemic, concerns about spreading contagion compelled many universities to switch to either fully remote or hybrid learning, the latter an instructional method which combines in-person and remote instruction. Studies have reported conflicting outcomes for online and hybrid instruction, with some showing that students taking classes in an online or hybrid environment perform worse than their in-person counterparts [1], and others showing that online or hybrid learning can be more effective than in-person learning [2]. The impact of online and hybrid learning models on academic outcomes and attitudes of first year engineering students, specifically those matriculating during the COVID-19 pandemic, merits further attention and was the motivation for our study.
Approximately two decades ago, the College of Engineering at Northeastern University developed the Connections SI program, which provides first-year engineering students with structured group peer tutoring. In recent years, the Connections team has reported how factors such as student and instructor gender, pre-matriculation credit, and previous experience with SI affected use of SI during the first year and academic outcomes (e.g., GPA) during students’ first year through graduation. Specifically, we found that female undergraduates who regularly used SI during enrollment in required first-semester general chemistry had higher rates of retention within engineering and higher first-semester GPAs compared to their male counterparts [3] - [9]. This current study explored how offering SI online during the Fall 2020 semester influenced students’ participation in SI and whether previous experiences with online learning affected academic outcomes and behaviors. We also looked at whether there were correlations among hybrid course instruction, use of online SI, and course grades in general chemistry and overall GPAs this past fall. We then compared these outcomes to our previous findings from multiple reports for a recent group of students who had graduated and only had in-person classes and SI [4].
We found that chemistry course grades and course completion rates were higher in Fall 2020 than in Fall 2013, suggesting that online SI and hybrid course instruction did not negatively impact first-semester academic outcomes. However, students in Fall 2020 who attended class in person multiple times weekly, under the University’s rotating weekly schedule, had higher GPAs than students who attended class in person only two-to-four times monthly. Participation in SI was impacted by the hybrid format: a lower percentage of students attended SI when it was held remotely in Fall 2020 compared to when SI was held in person in Fall 2013. However, a slightly higher percentage of males used SI during Fall 2020 compared to Fall 2013, while a significantly lower percentage of females used SI during Fall 2020 compared to Fall 2013. Among users of SI, females having significantly higher chemistry course grades and first semester GPAs than males. Based on analysis of surveys offered to enrolled students, we also found that students’ attitudes towards online learning at the end but not the beginning of the semester had a significant correlation with their chemistry course grades and GPAs.
While the rapid digitalization in higher education, accelerated by the COVID-19 pan- demic, has restructured the landscape of teaching and learning, a comprehensive under- standing of its implications on students’ academic outcomes across various academic disciplines remains unexplored. This study, therefore, aims to fill this gap by providing an in-depth examination of the effects of crisis-driven digitalization on student performance, specifically the shift to emergency remote education during the COVID-19 crisis. Lever- aging a panel dataset encompassing 82,694 individual student course grades over a span of six years, we explore the effects of digitalization across nationalities, educational levels, genders, and crucially, academic disciplines. Our findings are threefold: (i) firstly, we note that crisis-driven digitalization significantly impacted students’ chances of passing a course and achieving higher course grades in comparison to the pre-crisis period. (ii) Secondly, we found the effect to be heterogeneous across disciplines. Notably, practical disciplines, such as nursing, experienced a negative impact from this sudden shift, in contrast to more theoretical disciplines such as business administration or mathematics, which saw a positive effect. (iii) Lastly, our results highlight significant variations in the impact based on educational levels and nationalities. Master’s students had a harder time adapting to the digital shift than their bachelor counterparts, while international students faced greater challenges in less international academic environments. These insights underscore the need for strategic interventions tailored to maximize the potential of digital learning across all disciplines and student demographics. The study aims to guide educators and policymakers in creating robust digital learning environments that promote equitable outcomes and enhance students’ learning experiences in the digital age.
This study leverages national data and a quasi-experimental design to examine the influence of enrolling in an exclusively online degree program on students’ likelihood of completing their degree. We find that enrolling in an exclusively online degree program had a negative influence on students’ likelihood of completing their bachelor's degree or any degree when compared to their otherwise-similar peers who enrolled in at least some face-to-face courses. The negative relationship between exclusively online enrollment and students’ likelihood of bachelor's degree completion was relatively consistent among White, Black, Hispanic, Asian, low-income, and military students. Findings focused solely on those students enrolled in exclusively online degree programs revealed that the negative influence of exclusively online enrollment was exacerbated when the student attended a for-profit 4-year institution.
Online education and its methods have been challenged by researchers since its widespread adoption. Over the past few decades, technology, globalization, and business model innovation have transformed business. Objectives of the study were to assess the effects of online learning on the performance of business students, explore the challenges that hinder online learning of business students and to provide strategies to improve online learning of business students. This study may help online course developers and teachers conceive, develop, and deploy online learning methods. Support staff who help establish curriculum, support services, and professional development may benefit from developing ways to satisfy students' requirements. There was a quantitative analysis carried out. The study used a survey to collect data, and its design was descriptive in nature. A survey consisting close ended questions related to various study variables were administered to a sample of 250 business students of Private universities in Islamabad Pakistan. Data collection was done through personal visits of the researcher. To evaluate the data, descriptive statistics are used, such as the mean, standard deviation and T-test. Study found the positive perceptions of academic performance and skills development which suggest that online learning can effectively contribute to students' educational outcomes. Furthermore, study identified challenges, such as technical issues and motivational barriers, underscore the need for targeted interventions to improve the online learning experience. Fostering interactive online content is recommended by the study, as it correlates positively with critical thinking and collaboration, key skills that contribute to academic success.
Online education and its methods have been challenged by researchers since its widespread adoption. Over the past few decades, technology, globalization, and business model innovation have transformed business. Objectives of the study were to assess the effects of online learning on the performance of business students, explore the challenges that hinder online learning of business students and to provide strategies to improve online learning of business students. This study may help online course developers and teachers conceive, develop, and deploy online learning methods. Support staff who help establish curriculum, support services, and professional development may benefit from developing ways to satisfy students' requirements. There was a quantitative analysis carried out. The study used a survey to collect data, and its design was descriptive in nature. A survey consisting close ended questions related to various study variables were administered to a sample of 250 business students of Private universities in Islamabad Pakistan. Data collection was done through personal visits of the researcher. To evaluate the data, descriptive statistics are used, such as the mean, standard deviation and T-test. Study found the positive perceptions of academic performance and skills development which suggest that online learning can effectively contribute to students' educational outcomes. Furthermore, study identified challenges, such as technical issues and motivational barriers, underscore the need for targeted interventions to improve the online learning experience. Fostering interactive online content is recommended by the study, as it correlates positively with critical thinking and collaboration, key skills that contribute to academic success.
Learner engagement is well-established as critical for learning online. Professional development for online instructors emphasizes techniques for engaging students, and learning technology products tout features intended to promote engagement (e.g., adaptive content, video, gamification). But the influence of particular instructor practices and of particular learning technology features on theory-based aspects of student engagement is infrequently tested empirically, and even more rarely with Black, Latine, and low-income students, who are more likely to face barriers to learning online. This paper first provides a research-based theoretical model of affective engagement developed in conjunction with ongoing studies of blended learning implementations of courseware designed to enhance learning and engagement among historically and systemically marginalized students. Next, the paper describes development of survey-based measures of four components of affective engagement and the use of responses from over 850 students in introductory statistics courses to evaluate the reliability and factor structure of those measures. We conclude with implications for use of the engagement measures in future improvement-oriented research and practice.
Student-study behaviors and metacognition are predictors of student-academic success. However, student metacognitive evaluation of their own study habit behavior use has been largely unexplored. To address this gap, we gave students enrolled in three different Biology courses (n = 1140) a survey that asked them to identify the study behaviors used to prepare for their first and third exams and to appraise the effectiveness of each behavior. We observed that, across all courses, students used different counts of active- and passive-study behaviors. However, there were no differences in performance across courses, and the use of effective (i.e., active) study behaviors resulted in improved exam performance for all students, regardless of course, while the use of ineffective (i.e., passive) study behaviors had no significant impact on exam performance. Finally, our qualitative analysis revealed that students across all courses demonstrated similar ability in identifying effective-study behaviors, but students could not explain why those behaviors were effective. Taken together, our study demonstrates that students use various study behaviors to prepare for exams without understanding their effectiveness. We encourage instructors to structure their courses to promote the development of metacognitive evaluation and effective-study behaviors.
Adequate literature has commended the effectiveness and benefits of well-implemented project-based learning (PjBL), yet its success can significantly vary based on contextual factors and approaches. Thus, design guidelines generated from the research need to be adapted and evaluated in various learning environments. Prevailing guidelines predominantly cater to PjBL in traditional residential education. Research into online PjBL remains limited, often involving one-off and noniterative experiments in small classes. This study addresses these gaps by implementing a comprehensive PjBL model in a large online graduate course in computer science. This model integrates project-phase curriculum, online self-directed learning, online communities of inquiry, and online feedback at scale, supported by scaffolding, modeling, and mentoring. The effectiveness of this model is assessed through student surveys spanning seven years. Survey results (n = 2179) revealed consistently positive perceptions of the course's efficacy among students. Notably, older adults and female students, as well as those who identified project topics earlier in the course, reported higher ratings on course effectiveness. This paper shares the detailed implementation of the model, survey findings, and student perspectives on how to succeed in online PjBL. The implications of the study for future research and practice is also discussed.
Despite well-documented benefits for students—particularly students belonging to minorized groups—all tenets of Culturally Relevant Pedagogy (CRP) are rarely fully enacted in practice. This study examines the interrelationship between the race-related beliefs of Servant Leader Interns (SLIs) who facilitated class sessions during a summer, Children’s Defense Fund (CDF) Freedom School program and their subsequent instructional practices. We also documented the relationship between these beliefs, practices, and students’ self-reported experiences. In particular, we drew on the interest convergence and understanding of racism tenets of Critical Race Theory (CRT) to inform our grounded theory analysis using constant comparative methods to integrate data collected through SLI interviews, virtual classroom observations, and student surveys. We observed high alignment between SLI’s race-related beliefs and their instructional practices. However, despite some slightly more positive experiences among students taught by SLIs with more evolved race-related beliefs, ultimately many of the same programmatic structures that helped SLIs deepen their understanding of racism (and its connection to their lives) ensured that all students benefited from the enactment of CRP-aligned curriculum, assignments, and family involvement activities.
Nowadays, competition among graduates to get a job parallel with their qualifications level and high salary is quite tough. It is significant for higher education institutions to provide students with quality learning to fulfill the industry expectations and demands. One of the strategies for institution and industry collaboration activity to achieve such quality learning is the industrial visiting lecturer program. However, there is very limited research conducted to find out the student's perception towards the effectiveness of the industrial visiting lecturer program at Polytechnic Kuching Sarawak (PKS). The objective of this study is to determine the student's perception towards the effectiveness of the visiting lecturer program at PKS. Data were collected from 88 students with a Diploma in Electrical and Electronics Engineering and Diploma in Electronic Engineering (Communication) Session 1 2021/2022 who followed the industrial visiting lecturer activity "Three Phase Generation Course and the Application of Transformers for Transmission and Distribution" at PKS. The Kirkpatrick model of evaluation, which consists of four levels of training outcomes, was employed in this study. Based on the finding obtained, students' perception towards the effectiveness of the industrial visiting lecturer program at PKS is a high level of acceptance in terms of their reaction, learning, behavior, and result from the program. These results show that students understand and value the benefits of gaining knowledge and skills from working
Direct instruction approaches, as well as the design processes that support them, have been criticized for failing to reflect contemporary research and theory in teaching, learning, and technology. Learning systems are needed that encourage divergent reasoning, problem solving, and critical thinking. Student-centered learning environments have been touted as a means to support such processes. With the emergence of technology, many barriers to implementing innovative alternatives may be overcome. The purposes of this paper are to review and critically analyze research and theory related to technology-enhanced student-centered learning environments and to identify their foundations and assumptions.
Major educational policy groups call on learners to engage in inquiry-based activities. With a growing amount of information now available online, there is an increased focus on online inquiry where learners ask research questions; search digital libraries and other information sources; and read, assess, and synthesize that information. Metacognitive skills are important for engaging in complex practices like online inquiry, but those skills are weak in novice learners. In this article, we propose a framework that describes the types of metacognitive problems that learners exhibit during online inquiry and the ways that software can serve a scaffolding function to address those problems and support learners through those metacognitive issues. Specifically, we consider how three categories of metacognition relate to online inquiry—task understanding and planning, monitoring and regulation, and reflection—and the issues learners face within each. Our framework describes different types of scaffolding features from a range of software tools that can support learners with the identified metacognitive issues in different ways, such as by describing online inquiry task structures for better task understanding, making planning an explicit activity, helping learners see online inquiry task spaces and strategies to monitor and regulate work, and describing to learners the important aspects of online inquiry that they should reflect on during their work. A common thread with these scaffolding features is the fact that they make different aspects of metacognition, which tends to be implicit to learners, more explicit so learners can engage in the metacognitive activity that they otherwise tend to bypass.
Many advocates of computer-mediated distance education emphasize its positive aspects and understate the kind of work that it requires for students and faculty. This article presents a qualitative case study of a Web-based distance education course at a major U.S. university. The case data reveal a taboo topic: students' persistent frustrations in Web-based distance education. First, this paper will analyze why these negative phenomena are not found in the literature. Second, this article will discuss whether students' frustrations inhibit their educational opportunities. In this study, students' frustrations were found in three interrelated sources: lack of prompt feedback, ambiguous instructions on the Web, and technical problems. It is concluded that these frustrations inhibited educational opportunities. This case study illustrates some student perspectives and calls attention to some fundamental issues that could make distance education a more satisfying learning experience.
Research shows that learners of all ages have difficulties deploying key cognitive and metacognitive self-regulatory skills during learning about complex and challenging topics when using open-ended learning environments such as hypermedia. This article provides an overview of the research my students and I have conducted on how the use of self-regulated learning can foster and enhance students' learning about complex science topics using hypermedia. In this article, the term metacognitive tool is used deliberately to highlight(a) the role of metacognitive and self-regulatory processes used by learners during learning and (b) the role of computer environments in prompting, supporting, and modeling students' self-regulatory processes during learning in specific learning contexts (see Azevedo, 2005). I provide an overview of research regarding the use of hypermedia to learn about complex science topics and learning more generally, illustrate how self-regulated learning can be used as a guiding theoretical framework to examine learning with hypermedia, and provide a synthesis of the laboratory and classroom research conducted by our group. Last, I propose several methods for using our findings to facilitate students' self-regulated learning of complex and challenging science topics.
A significant increase in the use of computer supported learning (CSL) within schools and universities across the world gives rise to concern about gender-related differences in performance and interaction style in these environments. Research has shown that initial perceptions of CSL environments as democratic and offering equal opportunities to all students were flawed because interactions that take place through electronic channels lose none of the socio-cultural complexity or gender imbalance that exists within society. Much of the recent literature states that women are disadvantaged because of inferior levels of access and technology literacy and dominant male behavior. However, the assumption that difference implies disadvantage is challenged by evidence that variable factors such as professed confidence and apparently dominant interaction styles do not necessarily lead to better educational opportunity and performance. This paper contains a summary of gender-related issues identified by international research and academic practice together with supportive case study examples. The conclusion is that women often perform better than men despite the observable differences in interaction style. The issues addressed are: • If inequality of access and technology literacy are assumed to be diminishing problems as recent studies suggest, what can CSL designers and teachers do ensure that interactions and activities offer equal opportunities to all student groups? • Does the gender imbalance that research identifies in access to, behavior and performance in CMC and CSL environments mean women are disadvantaged or simply that their use patterns and interaction styles are different? • If research has identified gender typical orientations in learner performance online, is there any impact on perceived identity and behavior where the visual cues inherent in face to face interactions are missing and other signals form the basis of impressions and opinions? • How far do gender imbalances in CSL reflect the values and norms of the culture they exist within and how far do they generalize across national and social boundaries? • The paper concludes with questions for further research and suggestions about how instructional designers might increase the flexibility of courses to offer more equal opportunities to all students.
Distance education has become a central component of the discourse on higher education. With descriptions such as "open education" and "e-learning," references to the most recent forms of distance education hint at the educational promises of the new technologies: increased access to higher education, a more engaging learning experience for students, and preparation for success in the new information technology (IT)-driven economy. A core assumption underlying most predictions for the future is that on-line education will serve to improve the educational opportunities for students at every level of higher education. As one policy analyst described this "foreseeable future," the task for "most secondary-school graduates" will involve selecting a combination of on-site and distance-education courses that is "educationally sound, accessible, and affordable. In this sense the Internet⋯ will enrich the educational choices generally available to all categories of learners" (Baer, 1998, p. 18). From this perspective, on-line education symbolizes an as-yet-unrealized future, variously envisioned as making good use of cutting-edge digital technologies, broadening postsecondary students' opportunities, and facilitating more efficient and effective approaches to higher education. Surveys indicate that student enrollment in on-line courses has been steadily increasing, particularly among public colleges and universities. Indeed, the 2004 survey conducted by the Sloan Consortium indicated that, at public institutions, more than 60% of the respondents-academic Officers-agreed that "online education is critical to their long-term strategy" (Allen and Seaman, 2004, p. 3). In the context of such growth, community colleges continue to play a major role in providing distance education through a range of media (Council for Higher Education Accreditation, 2000; National Center for Education Statistics, 2002c; Allen and Seaman, 2004), enrolling approximately half of the postsecondary students studying online (Allen and Seaman, 2004).1 The research data, however, describe community colleges' on-line involvement with only the broadest strokes.2 Much of the literature on on-line education-both empirical and theoretical-focuses on the concerns and contexts of four-year colleges and universities but remains relatively silent about community colleges (e.g., Trow, 2000; Palattella, 2001; Meyer, 2002; Twigg, 2002). In addition, empirical studies have documented the extent and growth of on-line involvement across different sectors of higher education but have made less progress in addressing issues of pedagogy, student learning, and curricular quality within those on-line offerings (Zemsky and Massy, 2004a). Under these circumstances, the enthusiastic rhetoric of possibility continues to outpace the empirical evidence. Although research on on-line education is relevant to the entire field of higher education, it is critically important for the community college sector, which provides access to higher education for the least advantaged students. As community colleges respond to the changing demands of the educational market, their ability to provide authentic educational and economic opportunities requires sustained attention to issues of equity. This is particularly true for digital forms of distance education, which Offer a means of extending geographical access to college without necessarily increasing students' educational opportunities. Access to higher education entails making college courses available and allowing students to enroll. The mere existence or availability of college courses, however, represents an ersatz form of access. Authentic educational opportunity requires access to a learning environment that is not fraught with obstacles to success. For virtual access to increase the educational opportunities for less advantaged students, it must do more than Offer the chance to enroll. As Frank Newman (2000) has observed, there is an immense Difference between fulfilling market demand, catering to "easy-to-educate students who have the resources to pay," and fulfilling a need, providing high quality instruction for "students who are poor and harder to educate" (p. 21). Attending to the quality of on-line instruction is essential to preserving the democratizing aspects of public, postsecondary schooling. This chapter describes the conditions for and nature of community colleges' involvement in distance education during the early 2000s-the formative period of their investment in digital and web-based course offerings. Drawing from the extensive set of data from the Community College Research Center's National Field Study, the chapter examines the fifteen colleges' approaches to on-line education at that critical historical juncture. The discussion consists of five parts. The first describes the institutional contexts of the colleges' participation in on-line education, whereas the second locates the colleges' involvement within that broader landscape of heightened competition and external demands for accountability. The third section outlines the disjunction between the optimistic administrator rhetoric and the practical realities of colleges' on-line involvement. The disjunction emerged in two forms: the modest extent of colleges' on-line offerings and the contested nature of on-line education from the perspective of faculty. The fourth part reviews the implications of these disjunctions in terms of educational equity. The fifth and final section highlights two crucial components of improved on-line practice. © 2006 By The The Johns Hopkins University Press. All right reserved.
In this study, community college students discussed their experiences with online and face-to-face learning as well as their reasons for selecting online (rather than face-to-face) sections of specific courses. Students reported lower levels of instructor presence in online courses and that they needed to "teach themselves." Accordingly, most students preferred to take only "easy" academic subjects online; they preferred to take "difficult" or "important" subjects face-to-face. To meet students' needs, then, colleges need to either more explicitly build instructor presence and guidance into online courses or continue to provide ample face-to-face sections of courses for those students who prefer them.
Using a large administrative dataset from a statewide system including 34 community and technical colleges, the authors employed an instrumental variable technique to estimate the impact of online versus face-to-face course delivery on student course performance. The travel distance between each student's home and college campus served as an instrument for the likelihood of enrolling in an online section of a given course. In addition, college-by-course fixed effects controlled for within- and between-course selection bias. Analyses yield robust negative estimates for online learning in terms of both course persistence and course grade, contradicting the notion that there is no significant difference between online and face-to-face student outcomes—at least within the community college setting. Accordingly, both two-year and four-year colleges may wish to focus on evaluating and improving the quality of online coursework before engaging in further expansions of online learning.
Multivariate analysis of variance was used to determine if there were differences in seven measures of motivation between students enrolled in 12 e-learning and 12 traditional classroom university courses (N = 353). Study results provide evidence that e-learning students possess stronger intrinsic motivation than oncampus students who attend face-to-face classes on three intrinsic motivation measures: (a) to know, (b) to accomplish things, and (c) to experience stimulation. There were no differences in either three extrinsic motivation measures or amotivation. Additionally, graduate students reported stronger intrinsic motivation than undergraduate students in both e-learning and traditional courses. However, there was no evidence of motivational differences based on ethnicity. Recommendations for further research are provided.
This study employed a quantitative research design to examine the predictive relationships between: (a) learner autonomy and course success; and (b) learner autonomy and final grades in community college online courses. Learner autonomy was defined as the characteristic of an individual who exhibited intentional behavior in learning activities. The results of the binary and ordinal logistic regression analyses suggested that learner autonomy was a valid predictor of course success and final grades in community college online courses. The implications of the results are discussed in the context of early identification and effective intervention. Specifically, two interventions are recommended: (a) blended learning programs, and (b) advisory and counseling services.
There has been considerable scholarly interest in issues related to gender and the online classroom. Some evidence suggests that male and female college students experience the online environment differently. The study reported here was designed to gather information regarding this matter. The Connecticut Distance Learning Consortium (CTDLC) included two open-ended questions on their CT s standard course evaluation form for the fall 2000 semester. These questions invited students to comment on their experiences as learners in the online classroom in as much length and detail as they wished. This report is based on an analysis of the 195 responses to these two questions. Significant differences were found between the way male and female students identified the strengths and weaknesses of the online environment on a range of questions regarding flexibility, face-to-face interaction, shy and quiet students, self-discipline, and self-motivation. The data provide compelling evidence that online courses are of great value to nontraditional students, particularly female adult learners with children or family responsibilities. Because this is a primary demographic profile for community colleges, these data should be of special interest to community faculty and administrators.
The responses of 712 high achieving and low achieving students at the Open University of Hong Kong were analysed to investigate gender differences in factors that contribute to successful achievement in distance education. The analysis indicated a number of gender differences, including in the areas of organisation and use of study materials, confidence about studies, and independent versus collaborative study. Based on these, some questions have been raised about the need to develop some different treatment for male and female students in order to maximise the achievement of both groups.
Although online learning is rapidly expanding in the community college setting, there is little evidence regarding its effectiveness among community college students. In the current study, the authors used a statewide administrative data set to estimate the effects of taking one’s first college-level math or English course online rather than face to face, in terms of both course retention and course performance. Several empirical strategies were used to minimize the effects of student self-selection, including multilevel propensity score. The findings indicate a robust negative impact of online course taking for both subjects. Furthermore, by comparing the results of two matching methods, the authors conclude that within-school matching on the basis of a multilevel model addresses concerns regarding selection issues more effectively than does traditional propensity score matching across schools.
This article reports the findings of a phenomenological study that examined the lived experience of community college students enrolled in high-risk online courses (HRCs) at a community college in the American Southeast. HRCs were defined as college courses with withdrawal or failure rates of 30% or more. In-depth interviews were conducted with 13 students enrolled in four different HRCs. Isolation, academic challenge, ownership, and acquiescence emerged as structural themes that framed the experience of participants. These structural themes intermingled in discrete ways that led to the survival or surrender of these HRC participants and formed the essence of the phenomenon that is referred to as delicate engagement, which speaks to the vulnerable threads of academic and social involvement that permeated the HRC student experience.
This paper contrasts in-class and online teaching from both the student and instructor perspective based on two sections of Introduction to Computer Science, one taught in the traditional format and the other taught online. Analysis of student data supports existing findings that there are no significant differences between the two groups in learning outcomes, although there were differences in other areas. The online students were older than their in-class counterparts, and the almost universal reason for taking the course online was for flexibility in scheduling. The technology hurdle was responsible for a large drop in enrollment within the first few weeks of the semester for the online students, whereas for the in-class students, the attrition was lower and more gradual. Those distance students who did complete the course were equally satisfied with their grades, were more positive about the value of the course, and more willing to recommend it to others. From the instructor's perspective, some of the issues involved in online teaching included the administrative overhead involved in collecting and returning work, the challenges of communication without the benefit of face-to-face interaction, and the critical need for readily available support mechanisms to help online students overcome difficulties with the technology.
Multivariate statistical analyses were used to determine if there were differences in social community, learning community, and perceived learning between male and female students in 12 online graduate education courses in which female students (n = 162) outnumbered males (n = 31). Study results provided evidence that females felt more connected to other students in their courses, felt that their online learning experiences were more aligned to their educational values and goals, and perceived they learned more than their male peers. (Contains 3 tables and 1 figure.)
Describes a study conducted by the College Board to examine what motivates adults to return to school and profile their patterns of learning as they enter and re-enter the educational system. Finds that most adults return to school to improve their careers. Forecasts the future of adult education and its implications for community colleges. (CJW)
Suggests reasons why online learning may not be appropriate for all situations. Discusses barriers for students, including self-discipline, initiative, and convenient access to computers and the Internet; barriers for teachers and administrators; suitability for course content; organizational and institutional barriers; cultural differences; and K-12 educational problems. (LRW)
This article makes predictions about the long‐term integration of distance education teaching into face‐to‐face institutions; with specialist distance education institutions becoming centres of specialist teaching and research. As life‐long learning becomes more a pressing social demand, so courses will be offered more at national levels ‐‐ state boundaries will pale into insignificance as communications technology facilitates national and international access. Local courses will prevail only in areas of intense public demand and will tend to be low‐level courses. Most teachers de facto will become distance educators of sorts.
Understanding the role of student demographics in the online learning environment can assist institutions to make decisions regarding online programs. These decisions go beyond the initial question of whether to invest in online programs or whether to increase or decrease online course availability. This article discusses the relationship between student demographics and success in online learning environments as it relates to academic performance and the possession of self-regulated learning characteristics. Understanding the role of student demographics in the online learning environment also would help institutions understand what resources need to be allocated toward support of online learning programs in the form of online advising and technical support for students, course development support for faculty, and investing in learning-management software or collaboration software. Keywords: distance learning, student demographics, self-regulated learning, motivated strategies for learning questionnaire (MSLQ), online learning.
This paper presents findings from a study of the experiences and outcomes of older and younger community college students.
We developed a discrete-time hazard model using longitudinal transcript data on a cohort of first-time community college students
in Florida to compare the impact of enrollment pathways (such as remediation) and enrollment milestones (such as attaining
a certain number of credits) on educational outcomes of older students—those who enter college for the first time at age 25
or later—with those of traditional-age students. Results suggest that reaching milestones such as obtaining 20 credits or
completing 50percent of a program is a more important positive factor affecting graduation probabilities for younger students
than it is for older students. We also found that although enrollment in remedial courses decreases the odds of graduating
for all students, older students who enroll in remediation are less negatively affected than are younger ones who take remedial
classes.
After being assessed, many students entering community colleges are referred to one or more levels of developmental education. While the need to assist students with weak academic skills is well known, little research has examined student progression through multiple levels of developmental education and into entry-level college courses. The purpose of this paper is to analyze the patterns and determinants of student progression through sequences of developmental education starting from initial referral. Our results indicate that fewer than one half of the students who are referred to remediation actually complete the entire sequence to which they are referred. About 30 percent of students referred to developmental education do not enroll in any remedial course, and only about 60 percent of referred students actually enroll in the remedial course to which they were referred. The results also show that more students exit their developmental sequences because they did not enroll in the first or a subsequent course than because they failed or withdrew from a course in which they were enrolled. We also show that men, older students, African American students, part-time students, and students in vocational programs are less likely to progress through their full remedial sequences.
This paper describes an experiment focused on measuring and explaining differences in students learning between online and face-to-face modes of instruction in college level principles of economics courses. Our results indicate that students in face-to-face sections scored better on the Test of Understanding College Economics (TUCE) than students in online sections. We find that failure to account for the self-selection of students into online or face-to-face sections biases toward zero the differential in TUCE scores between online and face-to-face students. Online students score a statistically significant 3–6 fewer correct answers, out of 33 questions, than face-to-face students in the selection-corrected model. However, an endogenous switching model finds that students who select into the online classes perform better than they would, all other things constant, in a face-to-face class. Other results suggest caution in using the web to teach underclassmen.
Is adaptive scaffolding effective in facilitating students’ ability to regulate their learning of complex science topics with hypermedia? We examined the role of different scaffolding instructional interventions in facilitating students’ shift to more sophisticated mental models as indicated by both performance and process data. Undergraduate students (N=51) were randomly assigned to one of three scaffolding conditions (adaptive scaffolding [AS], fixed scaffolding [FS], and no scaffolding [NS]) and were trained to use a hypermedia environment to learn about the circulatory system. Pretest, posttest, and verbal protocol data were collected. Findings revealed that the AS condition facilitated the shift in learners’ mental models significantly more than did the other comparison conditions. Participants in the AS condition regulated their learning by activating prior knowledge, monitoring their emerging understanding by using several strategies, and engaging in adaptive help-seeking. Learners in the FS and NS conditions were less effective at regulating their learning and exhibited great variability in self-regulation of their learning during the knowledge construction activity. We discuss how the findings can be used to inform the design of MetaCognitive tools—adaptive hypermedia environments designed to foster students’ self-regulated learning of complex topics.
This paper considers gender differences in online contexts and examines current trends in women's performance, access and experience of online courses. It uses supportive case study examples and specific research into students' academic engagement, conceptions and perceptions of learning support in online environments. The analysis shows that women studying online are confident independent learners who may outperform their male counterparts. They do not have reduced computer and Internet access compared with men, nor are they disinclined to enrol on online courses. They attach greater value to the pastoral aspect of tutoring and have different interaction styles from men, which may have implications for online tutoring support. The gender debate needs to move on from access and performance to the differences and similarities in the degree of importance that men and women place on different interaction and tutoring styles online.