Performance Gaps between Online and Face-to-Face Courses: Differences across Types of Students and Academic Subject Areas
ARTICLE
Di Xu, Shanna S. Jaggars
Journal of Higher Education Volume 85, Number 5, ISSN 0022-1546
Abstract
Using a dataset containing nearly 500,000 courses taken by over 40,000 community and technical college students in Washington State, this study examines the performance gap between online and face-to-face courses and how the size of that gap differs across student subgroups and academic subject areas. While all types of students in the study suffered decrements in performance in online courses, those with the strongest declines were males, younger students, Black students, and students with lower grade point averages. Online performance gaps were also wider in some academic subject areas than others. After controlling for individual and peer effects, the social sciences and the applied professions (e.g., business, law, and nursing) showed the strongest online performance gaps.
Citation
Xu, D. & Jaggars, S.S. (2014). Performance Gaps between Online and Face-to-Face Courses: Differences across Types of Students and Academic Subject Areas. Journal of Higher Education, 85(5), 633-659. Retrieved June 25, 2022 from https://www.learntechlib.org/p/156914/.

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
Cited By
View References & Citations Map-
Infusing Authentic Learning into Online Courses: a Case of Online Introduction to Sociology
Ngoc Vo, Angela Brodsky & Marla Wilks, eCampus, University System of Georgia, United States; Jason Goodner, Albany State University, United States; Kelley Christopher, University of West Georgia, United States
Journal of Educational Multimedia and Hypermedia Vol. 27, No. 3 (July 2018) pp. 391–409
-
Gender and persistent grade performance differences between online and face to face undergraduate classes
Adonis R Amparo, University of South Florida/ Hillsborough Community College, United States; Glenn Smith & Alon Friedman, University of South Florida, United States
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1935–1939
-
Infusing Authentic Learning into Online Courses: a Case of Online Introduction to Sociology
Ngoc Vo, Angela Brodsky & Marla Wilks, eCampus, University System of Georgia, United States; Jason Goodner, Albany State University, United States; Kelley Christopher, University of West Georgia, United States
EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 913–924
-
Faculty Voices: Barriers to Implementing UDL Strategies
Nancy Chapko, Wisconsin Technical Colleges (Gateway Technical College), United States
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2516–2520
-
Coursera’s introductory human physiology course: Factors that characterize successful completion of a MOOC
Deborah Engle, Chris Mankoff & Jennifer Carbrey
The International Review of Research in Open and Distributed Learning Vol. 16, No. 2 (Apr 15, 2015)
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.