Three separate baseline decisions are recommended when designing an undergraduate course prior to considering any course content. The "Three S" course design decisions include determining (1) the "setting" (on-campus, online or hybrid), (2) the learning "style" (passive or active), and (3) the learning…

Students' desire for course convenience may lead to their preference for online courses. But in their desire for convenience, are students sacrificing satisfaction or perceived learning? This article investigates the moderating impact of course format on the relationship between convenience and both perceived learning and satisfaction. Moderated…

This study aims to determine the influence of scientific approach based learning program (P2BPS) against generic science skills of students. The method used in this research is "quasi experiment" with "two-group pretest posttest" design.The population in this study were all students who take courses in general physics II at the…

In today's dynamic learning environment, educational delivery methods have become increasingly diverse. Using a unique opportunity to assess three types of course delivery--face-to-face, interactive television (iTV), and purely online delivery--the authors look at both initial knowledge acquisition and the retention of this knowledge. The results…

Background: Native Hawaiians and other Pacific Islanders have high rates of overweight and obesity compared with other ethnic groups in Hawai'i. Effective weight loss and weight loss-maintenance programs are needed to address obesity and obesity-related health inequities for this group. Aims: Compare the effectiveness of a 9-month, worksite-based,…

Online college courses are a rapidly expanding feature of higher education, yet little research identifies their effects. Using an instrumental variables approach and data from DeVry University, this study finds that, on average, online course-taking reduces student learning by one-third to one-quarter of a standard deviation compared to…

As part of a nationwide effort to increase the postsecondary educational attainment levels of citizens, community colleges have expanded offerings of courses and programs to more effectively meet the needs of students. Online courses offer convenience and flexibility that traditional face-to-face classes do not. These features appeal to students…

This study was conducted to determine the effectiveness of a soft skills employee training program. We examined willingness to learn and delivery methods (face-to-face vs. online) and their associations with the training outcomes in terms of learning and behavioral change. Results showed that neither participants' willingness to learn nor delivery…

This study examined test performance as a function of test format (proctored versus unproctored) and course type (traditional versus distance). The participants were 246 undergraduate students who completed introductory sociology courses during four semesters at a southeastern university. During each semester, the same instructor taught a…

The author uses data from two Principles of Microeconomics courses to examine differences in characteristics and performance of online versus face-to-face students. The analysis indicates that even in a traditional institution, the two delivery modes may be serving students with distinctly different backgrounds and characteristics. In terms of…

The implementation of a successful engineering program to a synchronous online curriculum is subject to many impacting factors. One such factor, that has not seen much investigation, concerns learning styles. Student learning styles may have a dramatic influence on the success of a synchronous online deliverable engineering graphics curriculum.…

This article reports results from a large study comparing four different approaches to teaching Introduction to American Government: (1) traditional, a paper textbook with 100% face-to-face lecture-style teaching; (2) breakout, a paper textbook with 50% face-to-face lecture-style teaching and 50% face-to-face small-group breakout discussion…

Measuring student success is a top priority to ensure the best possible student outcomes. The objective of this present study was to investigate whether classroom assessment techniques (CATs), specifically KWLs, which is the acronym for "what you know," "what you want to know," and "what you learned," increase student…

In an examination of a brief and innovative partnership, we compared outcomes for two disciplines, Elementary Statistics and General Psychology, across three formats: online as part of the San José State University-Udacity partnership (termed "SJSU Plus"), face-to-face (FTF), and online in a redesigned course offering. We also examine…

This study explored the impact of professional development workshops for online course design on faculty's pedagogical practices in online, face-to-face (f2f), and blended instructional modes. It specifically focused on trainings offered by the Quality Matters (QM) organization on a rubric for assessing quality in online course development. A…