You are here:

Measuring Learner’s Subject Specific Knowledge ARTICLE

, , , Middle Georgia State College

Journal of e-Learning and Knowledge Society Volume 11, Number 3, ISSN 1826-6223 e-ISSN 1826-6223 Publisher: Italian e-Learning Association

Abstract

This was the second phase in a research project designed to compare student achievement in online and face-to-face classes. The aim of this phase was to determine if online and face-to-face students demonstrate different levels of knowledge in six distinct subject areas. For each of the six areas the means for 10 sections of students, collected over a five-year period, were plotted to visually review the results. Following the visual check, a two-sample t-test between proportions, assuming unequal variances, was performed to determine whether there was a significant difference between the samples with respect to the level of assessment scores earned. There was not a significant difference in the means of the online and face-to-face students. However two subjects warrant additional research: first is production where there was a significant difference at the .10 critical alpha level (p=0.085) and second is finance where the means were close to being significant at the .10 critical alpha level (p=0.104).

Citation

Girard, J., Ashford, T. & Coln, P. (2015). Measuring Learner’s Subject Specific Knowledge. Journal of e-Learning and Knowledge Society, 11(3),. Italian e-Learning Association. Retrieved October 22, 2018 from .

Keywords

View References & Citations Map

References

  1. Astani, M., Ready, K.J., & Duplaga, E.A. (2010), Online course experience matters: Investigating online students’ perceptions of online learning. Issues in Information Systems, 11(2), 14-21.
  2. Atchley, T.W., Wingenbach, G., & Akers, C. (2013), Comparison of course completion and student performance through online and traditional courses. The International Review of Research in Open and Distance Learning, 14(4).
  3. Dell, C.A., Low, C., & Wilker, J.F. (2010), Comparing Student Achievement in Online and Face-to-Face Class Formats. MERLOT Journal of Online Learning and Teaching, 6(1), 30-42.
  4. Girard, J., Floyd, K., & Yerby, J. (2014), A Comparison of Knowledge Retention in Online and Face-to-face Capstone Experiences. Manuscript submitted for publication.
  5. Helms, J.L. (2014), Comparing Student Performance in Online and Face-to-face Delivery Modalities. Journal of Asynchronous Learning Networks, 18(1).
  6. McFarland, D., & Hamilton, D. (2005), Factors affecting student performance and satisfaction: Online versus traditional course delivery. Journal of Computer Information Systems, 46(2), 74-90.
  7. Russell, T.L. (1999), The no significant difference phenomenon: A comparative research annotated bibliography on technology for distance education. North Carolina: Thomas L. Russell.
  8. Salcedo, C.S. (2010), Comparative Analysis Of Learning Outcomes In Face-To-Face Foreign Language Classes Vs. Language Lab And Online. Journal of College Teaching& Learning, 7(2).
  9. Sussman, S., & Dutter, L. (2010), Comparing Student Learning Outcomes in FaceTo-Face and Online Course Delivery. Online Journal of Distance Learning Administration, XIII(IV).
  10. Swan, M.K., & Jackman, D.H. (2000), Comparing the Success of Students Enrolled in Distance Education Courses vs. Face–to–Face Classrooms. The Journal of Technology Studies, 58-63.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.