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Heddy, Benjamin C.; Nelson, Katherine G.; Husman, Jenefer; Cheng, Katherine C.; Goldman, Jacqueline A.; Chancey, John B. – Educational Psychology, 2021
Our aim was to explore the usefulness of Use, Change, Value (UCV) discussions to facilitate Transformative Experiences (TE) in online engineering courses. We investigated the predictive relationship between perceived instrumentality (PI) and interest on TE. We also investigated gender differences in the predictive relationships between the…
Descriptors: Engineering Education, Online Courses, Transformative Learning, Gender Differences
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Ozer, Omer; Badem, Nebahat – LEARN Journal: Language Education and Acquisition Research Network, 2022
This study examines the impact of EFL learners' learning experiences in a virtual classroom on their academic motivation and achievement. It also explores students' reasons for changes in their motivations and their perspectives on learning a foreign language online. The study used the explanatory, sequential mixed-methods design. A total of 144…
Descriptors: Student Motivation, Academic Achievement, Second Language Learning, Second Language Instruction
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Zhu, Liugen; Huang, Edgar; Defazio, Joseph; Hook, Sara Anne – Journal of the Scholarship of Teaching and Learning, 2019
The purpose of this preliminary study was to investigate the impact of three diverse attendance and participation policies in face-to-face and online courses and the effect on students' final grades in each course. We examined nine different undergraduate courses taught between Fall 2010 and Spring 2015. The results suggest that a more stringent…
Descriptors: Undergraduate Students, Attendance, Educational Policy, School Policy
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Young, Suzanne; Bruce, Maryalice; Kennedy, Athena Marie; Rush, Leslie S. – AERA Online Paper Repository, 2017
The purpose of the study was to examine graduate student ratings of instruction in order to understand why online ratings are lower than face-to-face ratings. More than 5,000 graduate students rated their instruction in the areas of instructional methods, faculty/student interactions, and assessment of student learning. Results indicated that…
Descriptors: Graduate Students, Online Courses, Conventional Instruction, Teaching Methods
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Zimmerman, Whitney Alicia; Austin, Stefanie R. – Statistics Education Research Journal, 2018
An abbreviated form of the Statistics Anxiety Rating Scale (STARS) was administered to online and face-to-face introductory statistics students. Subscale scores were used to predict final exam grades and successful course completion. In predicting final exam scores, self-concept, and worth of statistics were found to be statistically significant…
Descriptors: Anxiety, Mathematics Anxiety, Rating Scales, Statistics
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Lepp, Andrew; Barkley, Jacob E.; Karpinski, Aryn C.; Singh, Shweta – SAGE Open, 2019
This study compared college students' multitasking in online courses with their multitasking in face-to-face courses and explored the significance of potential predictors of multitasking in each setting. Students taking both online and face-to-face courses completed surveys assessing multitasking in each setting, self-efficacy for self-regulated…
Descriptors: College Students, Student Behavior, Time Management, Online Courses
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Milz, Sabine – Canadian Journal for the Scholarship of Teaching and Learning, 2020
This observational study adds to a small number of college-specific studies comparing student performance in online and face-to-face versions of the same course. It also complements more largescale college-based studies that compare the delivery formats across courses, disciplines, and institutions. Using descriptive statistics and the chi-square…
Descriptors: Academic Achievement, Student Evaluation, Conventional Instruction, Electronic Learning
Chang, Hedy N.; Gee, Kevin; Hennessy, Briana; Alexandro, David; Gopalakrishnan, Ajit – Attendance Works, 2021
This report describes how Connecticut took steps to collect consistent attendance data by learning mode -- remote, in-person and hybrid -- and publicly released data in a timely manner during the pandemic. For example, the Connecticut State Department of Education (CSDE) agreed upon a standard definition of attendance -- showing up to school for…
Descriptors: Attendance, COVID-19, Pandemics, Data Collection
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Sheshadri, Adithya; Gitinabard, Niki; Lynch, Collin F.; Barnes, Tiffany; Heckman, Sarah – International Educational Data Mining Society, 2018
Online tools provide unique access to research students' study habits and problem-solving behavior. In MOOCs [Massive Open Online Courses], this online data can be used to inform instructors and to provide automatic guidance to students. However, these techniques may not apply in blended courses with face to face and online components. We report…
Descriptors: Online Courses, Large Group Instruction, Educational Technology, Technology Uses in Education
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Shea, Peter; Bidjerano, Temi – AERA Online Paper Repository, 2017
This study extends prior work on questions related to the academic performance of community college students enrolled in online coursework. Using data from the entire community college system of the State University of New York the study employs structural equation modeling to compare course and program level outcomes. Specifically, we compared…
Descriptors: Electronic Learning, Community Colleges, Conventional Instruction, Online Courses
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Sanford, Douglas; Ross, Douglas; Rosenbloom, Alfred; Singer, Daniel – e-Journal of Business Education and Scholarship of Teaching, 2017
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…
Descriptors: Regression (Statistics), Student Satisfaction, Online Courses, Blended Learning
Guild, Erin – ProQuest LLC, 2018
Increasingly, institutions of higher education seek out alumni support to help offset budget cuts and look toward technological advances to lower costs of instruction and create new revenue streams. In light of the desire to increase funding for university programs and the potential giving-power of MBA alumni, this study investigates factors that…
Descriptors: College Graduates, Graduate Students, Alumni, Private Financial Support
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O'Connell, Kyle A.; Wostl, Elijah; Crosslin, Matt; Berry, T. Lisa; Grover, James P. – Journal of Learning Analytics, 2018
Historical student data can help elucidate the factors that promote student success in mathematics courses. Herein we use both multiple regression and principal component analyses to explore ten years of historical data from over 20,000 students in an introductory college-level Algebra course in an urban American research university with a diverse…
Descriptors: Mathematics Instruction, Algebra, College Students, College Mathematics
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Faulconer, Emily K.; Gruss, Amy B. – International Review of Research in Open and Distributed Learning, 2018
The effectiveness of traditional face-to-face labs versus non-traditional online, remote, or distance labs is difficult to assess due to the lack of continuity in the literature between terminology, standard evaluation metrics, and the use of a wide variety non-traditional laboratory experience for online courses. This narrative review presents a…
Descriptors: Distance Education, Science Laboratories, Science Experiments, Laboratory Experiments
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Charoensap-Kelly, Piyawan; Broussard, Lauren; Lindsly, Mallory; Troy, Megan – Business and Professional Communication Quarterly, 2016
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…
Descriptors: Basic Skills, Delivery Systems, Online Courses, Conventional Instruction
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