A comparison of student achievement and satisfaction in an online versus a traditional face-to-face statistics class

被引：161
作者：
Summers J.J. [1 ,2 ,4 ]
Waigandt A. [1 ,3 ]
Whittaker T.A. [1 ,4 ]
机构：
[1] Dept. Educ., Sch., Counseling P., University of Missouri-Columbia, Missouri-Columbia
[2] Educational Psychology, University of Texas, Austin
[3] Community and School Health, University of Oregon
[4] University of Texas, Austin
来源：
Innovative Higher Education | 2005年 / 29卷 / 3期
关键词：
Distance learning; Internet; Online course development; Statistics instruction; Student satisfaction;
D O I：
10.1007/s10755-005-1938-x
中图分类号：
学科分类号：
摘要：
In this study we examined differences between online distance education and traditional classroom learning for an introductory undergraduate statistics course. Two outcome dimensions were measured: students' final grades and student satisfaction with the course. Using independent samples t-tests, results indicated that there was no significant difference in grades between the online and traditional classroom contexts. However, students enrolled in the online course were significantly less satisfied with the course than the traditional classroom students on several dimensions. This finding is inconsistent with the "no significant difference phenomenon," described in Russell's (1999) annotated bibliography, which supports minimal outcome differences between online courses and face-to-face courses. © 2005 Springer Science+Business Media, Inc.
引用
收藏
页码：233 / 250
页数：17
相关论文
共 44 条
[31]  
Rintala J., Computer technology in higher education: An experiment, not a solution, Quest, 50, pp. 366-378, (1998)
[32]  
Rumpradit C., An evaluation of the effect of user interface elements and user learning styles on user performance, confidence, and satisfaction on the World Wide Web, Dissertation Abstracts International, 60, (1999)
[33]  
Russell T., The No Significant Difference Phenomenon, (1999)
[34]  
Scanlon E., Morris E., Design features in computer supported learning environments for teaching statistics to psychology students, The Annual Meeting of the American Educational Research Association, (2000)
[35]  
Schrum L., On-line education: A study of emerging pedagogy, Adult Learning and the Internet, 78, pp. 53-61, (1998)
[36]  
Sharpe T., Harper W., Brown S., In response: Further reflections on technology, science, and culture, Quest, 50, pp. 332-343, (1998)
[37]  
Sharpe T., Hawkins A., Technology and the information age: A cautionary tale for higher education, Quest, 50, pp. 19-32, (1998)
[38]  
Sonwalkar N., A new methodology for evaluation: The pedagogical rating of online courses, Syllabus, 15, pp. 18-21, (2002)
[39]  
Sutarso T., Some variables in relation to students' anxiety in learning statistics, The Annual Meeting of the Mid-South Educational Research Association, (1992)
[40]  
Sutarso T., Students' attitudes toward statistics (STATS), The Annual Meeting of the Mid-South Educational Research Association, (1992)
12345