While it is well-established that nontraditional students are more likely to take online courses than their traditional-age counterparts, investigations of the learning equivalence between online and campus-based instruction typically fail to consider student age as a mediating factor in the learning experience. To examine learning outcomes as a…

The purpose of this quantitative study was to determine if there were significant differences in student success in face-to-face and online biology courses as categorized by gender, major, and age; and as measured by lecture grades, lab grades, and final course grades. The data used for analyses included data from 170 face-to-face sections and 127…

This study examines the effects of learning context and age on second language development by comparing the language gains, measured in terms of oral and written fluency, lexical and syntactic complexity, and accuracy, experienced by four groups of learners of English: children in a study abroad setting, children in their at-home school, adults in…

Past research in the area of college retention shows that social and academic integration are important elements in ensuring high retention rates. Many past studies show that learning communities are beneficial in helping raise retention rates as learning communities effectively increase the rates of social and academic integration. The purpose of…

Describes a study that compared two sections of the same course: one online and asynchronous, the other face-to-face. Examined gender, age, learning preferences and styles, media familiarity, effectiveness of tasks, course effectiveness, test grades, and final grades; and concluded that equivalent learning activities can be equally effective for…

Compares online instruction and traditional classroom instruction at Macon State College (Georgia) in terms of both student perceptions and student performance as measured by grade distribution. Considers student gender, age, and employment status and reports the results of course evaluations. (LRW)

A survey was conducted to seek evidence of variation in student performance based on age, gender, graduate major, and instructional modality--i.e., traditional on-campus instruction, non-interactive videotape delivery, and interactive delivery systems complemented with real-time audio feedback. Responses were received from 8 out of 50 academic…

A survey of 50 academic institutions was designed to seek evidence of variation in student performance based on age, gender, graduate major, and instructional modality--i.e., traditional on-campus instruction, non-interactive videotape delivery, and interactive delivery systems complemented with real-time audio feedback. Responses were received…