The Chalkboard Versus the Avatar: Comparing the Effectiveness of Online and In-class Courses
The Chalkboard Versus the Avatar: Comparing the Effectiveness of Online and In-class Courses
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DOI：
10.1177/0092055x13479949
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发表时间：
2013-07-01
影响因子：
2.2
通讯作者：
Savage, Scott V.
中科院分区：
文献类型：
--
作者：
Bergstrand, Kelly;Savage, Scott V.
学院和大学越来越多地依赖完全在线课程来教授学生。本文调查了学生对网络课程的评价，并与传统的面授课程进行了比较。数据来源于本科生对118门社会学课程的评价，一系列分层线性模型的结果表明，学生们觉得自己在网络课程中学到的东西更少，认为自己在课堂课程中受到了更多的尊重，在线课程的评分低于课堂课程。研究结果还表明，在线教学的负面影响对教师来说并不普遍，因为转向在线课程实际上会对通常在课堂上表现不佳的教师进行更好的评估。这些发现告诫人们，不要广泛使用在线社会学课程作为应对入学人数增加和预算缩减的策略，并建议教育工作者应该选择最适合自己教学优势和技能的课程形式。
Increasingly, colleges and universities are relying on fully online classes to teach students. This article investigates how students evaluate online courses in comparison to more traditional face-to-face courses. Data come from undergraduate student evaluations of 118 sociology courses, and results of a series of hierarchical linear models indicate that students feel they have learned less in online courses, believe they are treated with more respect in in-class courses, and rate online courses less highly than in-class courses. Findings also suggest that the negative effects of teaching online are not universal for instructors, as the switch to online classes actually results in better evaluations for teachers who typically perform poorly in the classroom. These findings caution against the broad use of online sociology classes as a strategy for coping with increasing enrollments and shrinking budgets and suggest educators should select the course format that best complements their teaching strengths and skills.