Multi-Course Comparison of Traditional versus Web-based Course Delivery Systems

Ten Simple Rules for Online Learning

“…A meta-analysis of ten such comparative studies found that online versions of courses had learning outcomes better than traditional versions in four cases, worse in two, and indistinguishable in four [8]; the authors of this study noted pros and cons to online learning: “The significant pro is the element of convenience which eliminates the constrictive boundaries of space and time. The most notable con involves the impersonal nature of the online environment.”…”

Explaining Student Interaction and Satisfaction: An Empirical Investigation of Delivery Mode Influence

“…Interaction with a course instructor favorably influences student satisfaction and academic achievement (Abdous and Yen 2010;Micari and Pazos 2012) and student-to-professor interaction is a key predictor of positive experiences and outcomes (Drago, Peltier, and Schibrowski 2002;Johnson, Aragon, and Shaik 2000;Weber and Lennon 2007). Student interactions with faculty can affect student grades and course confidence (Micari and Pazos 2012).…”

“…Although students in online and face-to-face courses seek similar outcomes and may receive comparable grades (Cooper 2001;Drago, Peltier, and Schibrowski 2002;John-son, Aragon, and Shaik 2000;Soong et al 2001;Weber and Lennon 2007), students who take courses that are not delivered face-to-face tend to be more concerned with the course outcome than the process used to achieve it (Kolb and Fry 1975). Though students in courses delivered traditionally and online both tend to view access to the instructor as an important factor in facilitating a positive learning experience (Corston and Coleman 1996;Gefen and Straub 1997;Marks, Sibley, and Arbaugh 2005;Sweeney and Ingram 2001), online students still tend to desire professor interaction, but the interaction is often more limited to what is required to reach a desired outcome such as improving their grade or receiving additional points on an assignment (Cooper 2001;Johnson, Aragon, and Shaik 2000).…”

Current Status of Research on Online Learning in Postsecondary Education

“…In addition, the regressions by Ary and Brune (2011) that control for background characteristics show that the percentage change in score between pre-and post-tests was significantly higher for face-to-face students, but that there was no significant difference between online and face-to-face students with respect to course averages. When they control for background characteristics, Weber and Lennon (2007), Daymount and Blau (2008), Wilson andAllen (2011), andDriscoll et al (2012) each find no significant difference between online and face-to-face students. Still other studies show no significant difference in the aggregate, but that particular populations performed significantly better or worse in one format or the other.…”