Online versus face-to-face learning: looking at modes of instruction in Master's-level courses
Online versus face-to-face learning: looking at modes of instruction in Master's-level courses
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DOI：
10.1080/03098770903026149
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发表时间：
2009-01-01
影响因子：
2.3
通讯作者：
Tryjankowski, Anne Marie
中科院分区：
文献类型：
--
作者：
Ferguson, Janet;Tryjankowski, Anne Marie
本研究考察了硕士水平的学生在认知，学习和评估的在线课程的表现，并将其与学生在同一课程（N = 70）的面对面课堂设置的表现进行了比较。在两年的时间里，从课程的六个部分收集数据。同一位教授教授所有课程。相同的期末考试加上两个共同的任务，以确定是否有差异的表现。协方差分析，研究生考试成绩作为协变量，应用每个因变量。在三项指标中，面对面课程的学生在两项指标上的得分明显更高。
This study examined performance of Master's-level students in an online course in Cognition, Learning and Assessment and compared it with the performance of students in a face-to-face classroom setting of the same course (N = 70). Data were collected from six sections of the course over a two-year period. The same professor taught all sections. Identical final exams plus two common assignments were used to determine whether there were differences in performance. An analysis of covariance, with graduate record exam scores as the covariate, was applied using each of the dependent variables. Students in the face-to-face class scored significantly higher on two out of the three measures.