A Comparative Analysis of Student Performance in an Online vs. Face-to-Face Environmental Science Course From 2009 to 2016
A Comparative Analysis of Student Performance in an Online vs. Face-to-Face Environmental Science Course From 2009 to 2016
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DOI：
10.3389/fcomp.2019.00007
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发表时间：
2019-11-12
影响因子：
2.6
通讯作者：
Jefferson, Felicia
中科院分区：
文献类型：
--
作者：
Paul, Jasmine;Jefferson, Felicia
现在越来越多的学生选择在线课程。他们发现传统的课堂模式限制性强，缺乏灵活性，不切实际。在这个技术进步的时代，学校现在可以通过网络提供有效的课堂教学。教学媒介的这种转变迫使学术机构重新思考他们希望如何提供课程内容。这项研究的首要目的是确定哪种教学方法在8年的时间里被证明更有效。548名学生，401名传统学生和147名在线学生，在环境科学类的成绩被用来确定哪种教学模式产生更好的学生表现。除了总体目标，我们还研究了性别和分类之间的得分差异，以确定教学模式是否对特定群体有更大的影响。在线和面对面（F2F）学习者之间的学生表现总体上没有显着差异，就性别而言，或就类ranked.These数据表明，无论性别或类ranked.These能力类似翻译环境科学概念的非STEM专业在传统和在线平台.利用在线学习的灵活性来教授环境科学的核心概念，有可能增加从事公民科学的非STEM专业的人数。
A growing number of students are now opting for online classes. They find the traditional classroom modality restrictive, inflexible, and impractical. In this age of technological advancement, schools can now provide effective classroom teaching via the Web. This shift in pedagogical medium is forcing academic institutions to rethink how they want to deliver their course content. The overarching purpose of this research was to determine which teaching method proved more effective over the 8-year period. The scores of 548 students, 401 traditional students and 147 online students, in an environmental science class were used to determine which instructional modality generated better student performance. In addition to the overarching objective, we also examined score variabilities between genders and classifications to determine if teaching modality had a greater impact on specific groups. No significant difference in student performance between online and face-to-face (F2F) learners overall, with respect to gender, or with respect to class rank were found. These data demonstrate the ability to similarly translate environmental science concepts for non-STEM majors in both traditional and online platforms irrespective of gender or class rank. A potential exists for increasing the number of non-STEM majors engaged in citizen science using the flexibility of online learning to teach environmental science core concepts.