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Spencer, Dan; Temple, Traci – Online Learning, 2021
Through the use of existing grade and student survey data, this study investigated online courses offered at a public four-year university. Specifically, the study explored differences in student success rates between online and face-to-face courses for traditional undergraduate students as well as the climate of student perceptions towards online…
Descriptors: Online Courses, Student Attitudes, Academic Achievement, Outcomes of Education
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Brysch, Carmen P. – Journal of Geography, 2020
As some teachers cannot participate in face-to-face workshops because of various constraints, a geography PD opportunity was offered in a variety of alternative formats, face-to-face, online, and hybrid, to identify opportunities that could reach more teachers and increase levels of participation. Teacher reaction to the program and delivery model…
Descriptors: Teacher Attitudes, Faculty Development, Geography, Online Courses
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Trenholm, Sven; Peschke, Julie; Chinnappan, Mohan – PRIMUS, 2019
The use of fully online instruction has been proliferating in higher education. In undergraduate mathematics, arguments about the effectiveness of fully online instruction have been met with contrasting claims about its potential. Some assert that fully online instruction can promote a deeper and richer conceptual understanding of mathematical…
Descriptors: Undergraduate Students, Online Courses, Mathematics Instruction, College Mathematics
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Marshall, Deborah; Ward, Lisa – Technology and Engineering Teacher, 2020
One of the goals of a teacher, regardless of subject area, is to help students become digitally and technologically literate. Technological literacy is much more than just knowledge about computers and their applications. It involves every person having a degree of knowledge about the nature, behavior, power, and consequences of utilizing…
Descriptors: Technological Literacy, Technology Uses in Education, Electronic Learning, Online Courses
Altindag, Duha Tore; Filiz, Elif S.; Tekin, Erdal – National Bureau of Economic Research, 2021
The pandemic has revived the longstanding debate about the effect of online versus face-to-face instruction on student achievement. The goal of this paper is to provide new evidence on the impact of online versus face-to-face instruction on student learning outcomes, using rich, transcript-level longitudinal data from a public university. We pay…
Descriptors: Electronic Learning, Web Based Instruction, Online Courses, Conventional Instruction
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Cole, Michele T.; Swartz, Louis B.; Shelley, Daniel J. – International Journal of Information and Communication Technology Education, 2020
This article presents the results of two studies that focus on the role that threaded discussion plays in student learning. Over a period of three and one-half years, researchers conducted a series of surveys of graduate and undergraduate students at a private, nonprofit university in Southwestern Pennsylvania to determine how students viewed the…
Descriptors: College Students, Electronic Learning, Group Discussion, Computer Mediated Communication
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Stevens, Garry John; Bienz, Tobias; Wali, Nidhi; Condie, Jenna; Schismenos, Spyros – Interactive Technology and Smart Education, 2021
Purpose: Following the rapid shift to online learning due to COVID-19, this paper aims to compare the relative efficacy of face-to-face and online university teaching methods. Design/methodology/approach: A scoping review was conducted to examine the learning outcomes within and between online and face-to-face (F2F) university teaching programmes.…
Descriptors: Educational Technology, Technology Uses in Education, Online Courses, School Closing
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Mahler, Robert L. – Natural Sciences Education, 2021
The COVID-19 pandemic in 2020 has changed the way higher education delivers materials to students. The purpose of this study is to compare the pros and cons of teaching Soil Fertility and Plant Nutrition (Soils 446), a class with a history of being taught live and online, from both the live and online perspectives. For our comparison, the…
Descriptors: Soil Science, Science Instruction, Conventional Instruction, Web Based Instruction
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Saboowala, Rabiya; Manghirmalani Mishra, Pooja – Journal of Educational Technology Systems, 2021
The impact of the coronavirus disease 2019 (COVID-19) pandemic has traumatized the entire world. COVID-19 has prompted experts to rethink the suitable pedagogies of teaching--learning that will prove to be sustainable with the global health crises going on. Blended learning is one of the models proposed by various educationalists and research…
Descriptors: Readiness, Blended Learning, COVID-19, Pandemics
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Valentina Haxhiymeri – European Journal of Education (EJED), 2021
This paper is focused on exploring the learning experiences of students of Faculty of Education Sciences, University of Elbasan, Albania, during the period of sudden movement from teaching in auditorium to the online learning environment due to the COVID-19 pandemic. "The purpose" of the study was to identify the positive and negative…
Descriptors: Foreign Countries, Student Experience, COVID-19, Pandemics
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Cung, Bianca; Xu, Di; Eichhorn, Sarah; Warschauer, Mark – American Journal of Distance Education, 2019
Addressing high demand for developmental math instruction and low rates of successful completing of the developmental coursework, with cost and space constraints, has been an ongoing challenge for postsecondary institutions. With advances in online instructional technology, particularly those based on artificial intelligence, web-based instruction…
Descriptors: Developmental Studies Programs, Remedial Mathematics, College Readiness, Blended Learning
Banda, Jose A. – ProQuest LLC, 2019
The purpose of the study was to compare students' achievements, perceptions and evaluations of fully online and web-enhanced courses taken at a technical college in South Texas in order to determine if students achievement, perceptions, and evaluations of course design was better in one modality over the other. The study collected information on…
Descriptors: Technical Institutes, College Students, Student Attitudes, Student Experience
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Baturay, Meltem Huri; Toker Sacip – Turkish Online Journal of Distance Education, 2019
The study investigates the effect of delivery types of (virtual and face-to-face) collaborative learning environments on the development of trust among group members in a graduate course. For this aim, a quasi-experimental, non-equivalent group comparison was used. It comprised a total of 64 participants -- 21 in the face-to-face group, and 43 in…
Descriptors: Comparative Analysis, Trust (Psychology), Cooperative Learning, Virtual Classrooms
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Arias, J. J.; Swinton, John; Anderson, Kay – e-Journal of Business Education and Scholarship of Teaching, 2018
The following study contrasts the efficacy of online delivery relative to face-to-face delivery using an enrolment protocol that largely eliminates self-selection bias. Only a few previous studies even attempt to control for sample selection. The study utilizes random assignment of the registrants of a Principles of Macroeconomics class into two…
Descriptors: Undergraduate Students, Online Courses, Web Based Instruction, Conventional Instruction
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Peslak, Alan; Kovalchick, Lisa; Wang, Wenli; Kovacs, Paul – Information Systems Education Journal, 2018
This study examines the effectiveness of on-ground, online, and the hybrid delivery methods through a quantitative survey of students who were enrolled in Computer Information Systems courses at three universities during the 2016-2017 academic year. The results of the survey indicate that respondents preferred the on-ground course delivery method…
Descriptors: Blended Learning, Electronic Learning, Conventional Instruction, Web Based Instruction
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