Do online courses provide an equal educational value compared to in-person classroom teaching? Evidence from U.S. survey data using quantile regression

Ojha, Manini; Rahman, Mohammad Arshad

doi:10.14507/epaa.29.5919

Cited by 5 publications

(8 citation statements)

References 58 publications

(94 reference statements)

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“…Globalization and technological advances seem to bestow special significance to scientific knowledge more than ever before (Carnoy, 1999;Castells, 2000;Gibbons et al, 1994;Krishnan, 2006;Ojha & Rahman, 2021). Higher education institutions (HEIs) that produce and disseminate knowledge do have better global competitive advantages.…”

Section: Conceptual Framework On He and Policy Makingmentioning

confidence: 99%

“…Learning is reconceived to support students to promote skills and competencies such as research skills, problem solving and critical thinking skills, and communication and teamwork skills having direct relevance to society. Fourth, digital technology could support knowledge acquisition, construction and sharing; collaboration and community formation; and teaching and learning (AECT, 2008;Jonassen & Reeves, 1996;Ojha & Rahman, 2021). Fifth, success in blended learning is possible when the needs and concerns of major stakeholders such as students, faculty, universities, and countries are met (AECT, 2008;Wagner et al, 2008).…”

Section: Conceptual Framework On He and Policy Makingmentioning

confidence: 99%

“…The frameworks explicitly indicated that students take the biggest share of blended learning benefits. Indicators of effectiveness, successfulness, and impact included such student experiences as satisfaction, engagement, motivation, and attitude (Bekele, 2010;Garrison, 2011;Johnson et al, 2008;Khan, 2010;Ojha & Rahman, 2021;Shea, 2007;Shea & Bidjerano, 2010;Wong et al, 2014); student performance in examinations (Bekele & Menchaca, 2008;Garrison, 2011;Johnson et al, 2008;Khan, 2010;Shea, 2007;Shea & Bidjerano, 2010;Wagner et al, 2008;Wong et al, 2014); knowledge acquisition, construction, and lifelong learning spirit (Andrade et al, 2022;Bekele, 2009b;Garrison, 2011;Lim & Wang, 2016;Mishra & Koehler, 2006;Shea & Bidjerano, 2010;Wagner et al, 2008;Wang et al, 2015); higher-order thinking including meta-cognition (Bekele, 2009b;Garrison, 2011;Lim & Wang, 2016;Shea, 2007;Wagner et al, 2008;Wang et al, 2015); course instrumentality (Johnson et al, 2008); rate of return from investment in blended learning (Bekele, 2009b;Khan, 2010); and sustainability and scalability of blended learning (Bekele, 2009b). These were the leading indicators of blended learning successfulness, effectiveness, or impact that appear consistent with student-centred and constructivist approaches recently preferred in HE.…”

Section: Blended Learning Successfulness Effectiveness or Impactmentioning

confidence: 99%

“…Pedagogical factors (teaching and learning approaches, strategies, methods including social presence, interaction, engagement, and collaboration) were also conceived to affect success (Bekele, 2009b;Garrison, 2011;Johnson et al, 2008;Khan, 2010;Ojha & Rahman, 2021;Shea, 2007;Shea & Bidjerano, 2010). It was interesting to note that the least frequently cited factors were those related to the easiness, usefulness, flexibility and generally the capability of technology (Bekele, 2009b;Khan, 2010;Johnson et al, 2008;Wang et al, 2015), and the relevance and quality of courses (Bekele, 2009b;Lim & Wang, 2016;Wang et al, 2015).…”

Section: Factors Affecting Learningmentioning

confidence: 99%

“…As blended learning partly involved digital technology use, it was significant to precisely understand the roles technologies play. Most frameworks (Andrade et al, 2022;Bekele, 2009b;Garrison, 2011;Johnson et al, 2008;Khan, 2010;Lim & Wang, 2016;Ojha & Rahman, 2021;Shea & Bidjerano, 2010;Wagner et al, 2008;Wang et al, 2015;Wong et al, 2014) viewed technology as the content delivery environment. Course content was uploaded to learning management systems.…”

Section: Role Of Technology In Learningmentioning

confidence: 99%

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Core conceptual features of successful blended learning in higher education: Policy implications

Bekele

Karkouti

Amponsah

2022

EPAA

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COVID-19 has “taught” universities worldwide that using digital technologies to support purely online or blended learning is a survival strategy. This lesson plus the inclusion of technology in continental, national, and university policies and strategic plans implicate significant technology integration, especially blended learning, in higher education in the post-pandemic era. However, there lacks sound theoretical frameworks to adequately explain success indicators and success factors in blended learning. Existing frameworks provided particulars about the impacts of blended learning within certain contexts; none provided a comprehensive analysis of the significant factors that transcend specific application contexts. Moreover, the frameworks did not offer clear conceptions of knowledge, teaching, learning, and technology and its role in learning. To better inform successful blended learning adoption, this study problematizes success indicators and success factors based on a configurative review of existing frameworks and emerging theoretical perspectives in higher education. A holistic conceptual framework that transcends context specificity is proposed to better inform policy making, instructional design, and teaching and learning. Conceptions of adaptive policy, policy as learning design, and policy as practice are found relevant for blended learning policy making and analysis in higher education.

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Section: Conceptual Framework On He and Policy Makingmentioning

confidence: 99%

Section: Conceptual Framework On He and Policy Makingmentioning

confidence: 99%

Section: Blended Learning Successfulness Effectiveness or Impactmentioning

confidence: 99%

Section: Factors Affecting Learningmentioning

confidence: 99%

Section: Role Of Technology In Learningmentioning

confidence: 99%

See 3 more Smart Citations

Core conceptual features of successful blended learning in higher education: Policy implications

Bekele

Karkouti

Amponsah

2022

EPAA

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Binary and Ordinal Probit Regression: Applications to Public Opinion on Marijuana Legalization in the United States

Batham,

Mirghasemi,

Ojha

et al. 2023

Contributions to Economics

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African philosophy for successful integration of technology in higher education

Bekele

Amponsah

Karkouti

2023

Brit J Educational Tech

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Due partly to the multimodal and multiscalar nature of technology applications, there lacks theories to explain successful technology integration in teaching and learning in higher education. Such multidisciplinary theories developed primarily within Western contexts as behaviourism, cognitivism, constructivism, connectivism, collaborationism, TPACK framework and authentic learning theory have been used to underpin technology‐enhanced teaching and learning globally. However, their primary focus on basic education and their sensitivity to contextual reality seem to restrict their salience and fecundity to successfully explain technology integration in higher education in the Global South, including Africa. For more contextual relevance and significance, the embodiment in curricula and pedagogy of African knowledge systems and emerging societal needs and challenges is thus critical. Drawing on Asabiyya and Ubuntu humanistic philosophies respectively from Northern and Southern Africa and Yoruba empiricist and Zara Yacob rationalist epistemologies from Western and Eastern Africa, this study proposes African philosophical perspectives to underpin technology integration in higher education. The epistemologies define the nature of student and faculty engagements and strategies, whereas the humanistic philosophies offer values that could guide ethical technology use and engagement. Technologies are conceived alternatively as knowledge banks, communication media and cognitive tools to think through and with. Implications for further research and practice are identified. Practitioner notesWhat is already known about this topic Multidisciplinary theories developed primarily within Western contexts are used to underpin technology‐enhanced teaching and learning globally. Their primary focus on basic education and their sensitivity to socio‐cultural and economic contextual reality restrict their salience and fecundity to successfully explain technology integration in teaching and learning in higher education in the Global South, including Africa. African philosophical, theoretical, conceptual and methodological thinking is critical for successful technology integration. What this paper adds This study interrogated how African philosophies of humanity and knowledge could support successful technology integration in teaching and learning in Africa. Drawing on Asabiyya and Ubuntu philosophies, respectively, from Northern and Southern Africa, the study proposes strategies for making the oppressive faculty–student relationships rampant in African campuses more humane and emancipatory. Drawing on Yoruba empiricist and Zara Yacob rationalist epistemological orientations from Western and Eastern Africa, this study proposes strategies for supporting truly engaging and empowering pedagogies within technology‐enhanced spaces. Implications for practice and/or policy The purpose of education in successful technology‐enhanced spaces needs to aim at improving student capacities and skills for further learning and to ensure full participation in practice communities within and outside higher education. The content of education or curriculum needs to primarily embody African/local philosophical, theoretical, conceptual and methodological thinking, as well as emerging community needs and challenges. The method of education and student assessment need to support and promote the cultivation of student skills and capabilities as well as values and ethics highly needed in their communities and beyond.

show abstract

Do online courses provide an equal educational value compared to in-person classroom teaching? Evidence from U.S. survey data using quantile regression

Cited by 5 publications

References 58 publications

Core conceptual features of successful blended learning in higher education: Policy implications

Core conceptual features of successful blended learning in higher education: Policy implications

Binary and Ordinal Probit Regression: Applications to Public Opinion on Marijuana Legalization in the United States

African philosophy for successful integration of technology in higher education

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