The Art of Online Teaching: Online Instruction versus In-Class Instruction

Harris, Debra; Parrish, Danielle E.

doi:10.1300/j017v24n02_06

Cited by 17 publications

(10 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…One of the primary arguments against online learning is that online students perform worse and drop out at higher rates than face-to-face students (Harris and Parrish, 2006). However, multiple syntheses concluded that there are no significant differences between the two modalities (e.g., Russell and Russell, 1999; Bernard et al, 2004; Zhao et al, 2005) and that negative effects are only present for certain subgroups of students.…”

Section: Discussionmentioning

confidence: 99%

“…By contrast, other researchers have argued that students enrolled in online courses perform worse than they would in face-to-face courses. For example, researchers cite that dropout rates can be as much as 10–20% higher in online courses than in comparable face-to-face courses (Harris and Parrish, 2006; Xu and Jaggars, 2013). Still other researchers report no difference between academic outcomes in face-to-face and online learning environments (e.g., Bernard et al, 2004; Steinweg et al, 2005; Zhao et al, 2005).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Costs of Online Learning: Examining Differences in Motivation and Academic Outcomes in Online and Face-to-Face Community College Developmental Mathematics Courses

2019

View full text Add to dashboard Cite

Although online courses are becoming increasingly popular in higher education, evidence is inconclusive regarding whether online students are likely to be as academically successful and motivated as students in face-to-face courses. In this study, we documented online and face-to-face students’ academic motivation and outcomes in community college mathematics courses, and whether differences might vary based on student characteristics (i.e., gender, underrepresented ethnic/racial minority status, first-generation college status, and adult learner status). Over 2,400 developmental mathematics students reported on their math motivation at the beginning (Week 1) and middle (Weeks 3, 5) of the semester. Findings indicated that online students received lower grades and were less likely to pass from their courses than face-to-face students, with online adult learners receiving particularly low final course grades and pass rates. In contrast, online and face-to-face students did not differ on incoming motivation, with subgroup analyses suggesting largely similar patterns of motivation across student groups. Together, findings suggest that online and face-to-face students may differ overall in academic outcomes but not in their motivation or differentially based on student characteristics. Small but significant differences on academic outcomes across modalities (Cohen’s ds = 0.17–0.28) have implications for community college students’ success in online learning environments, particularly for adult learners who are most likely to be faced with competing demands.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Costs of Online Learning: Examining Differences in Motivation and Academic Outcomes in Online and Face-to-Face Community College Developmental Mathematics Courses

2019

View full text Add to dashboard Cite

show abstract

“…Other investigators found that online learning can be as effective as traditional learning [22]. Harris and Parrish (2006) found that when they compared two courses, one online and one traditional, that there was a significant difference in the learning outcomes between two courses and that the in-class students received significantly higher grades and had a lower dropout rate [23]. On the contrary, according to a 2009 study conducted by the U.S. Department of Education, which reviewed more than 1,000 studies conducted on online learning between 1996 and 2008, students performed better in an online education situation than in face to-face situations, on average [24].…”

Section: Discussionmentioning

confidence: 99%

Student apathy for classroom learning and need of repositioning in present andragogy in Indian dental schools

Dable¹,

Pawar

Gade³

et al. 2012

BMC Med Educ

View full text Add to dashboard Cite

BackgroundIn the world of technology, when today's student is approaching the on-line /distance learning in the open universities and doing on-line self-assessment, the classroom learning is vanishing slowly. Globally, teachers are taking efforts to improve the pedagogy by implementing effective methods to retain the classroom teaching and student attendance. The present study aims at shedding some light on the need of changing the adult education strategies (andragogy), which can effectively improve the student attendance for lectures.MethodsIt is an observational study, and the conceptual framework of it is based on beliefs, opinions and personal experiences of the respondents. Triangulation method is used for collecting the data. The data is achieved from three groups of concerned population who could provide valid results to support the study. It is collected by interviewing 10 senior faculty members who are/were the 'education experts' in the universities, while the main concerned groups of present educational stream, i.e. 'institution-teachers' and the 'students', were given questionnaires. 570 teacher respondents and 200 student respondents are the main participants of this study.ResultsAs per data, it has been observed that senior faculty (90%) and students (93.25%) feel need of student motivation more than the institutional teachers (52.44%). P-values were obtained using Chi-Square test for testing the significance of difference between agreement and disagreement for a specific question.ConclusionsIn India, Universities have already sensed the need of 'teacher development programmes'. But teachers in dental colleges, demand more efforts to be taken by universities and managements in this regard and expect better educational policies to give them accessibility to prove themselves.

show abstract

“…Students taking online class were likely to fail. There was no difference in locus of control beliefs (Harris & Parrish, 2008).…”

Section: Literature Reviewmentioning

confidence: 77%

Untitled

2020

GESR

View full text Add to dashboard Cite

This research inquires impact of COVID-19 outbreak on education. It measured the effectiveness and productivity of online learning during pandemic. Online mode of education. Knowing the role of information and communication technologies in assisting and facilitating online learning was also one of the main objectives. Online Survey was conducted for data collection. Sample was selected from University of Management and Technology using simple random sampling. According to the results, respondents agreed that COVID-19 has affected education at university level badly. Respondent agreed that sudden switch to online learning due to COVID-19 has created unrest among students. Respondents also strongly agreed that online leaning is less effective and classroom leaning is more effective. In current research, it has been observed that respondents strongly disagreed and 19.50% disagreed that ICTs have facilitated them during their online leaning amid COVID-19.

show abstract

The Art of Online Teaching: Online Instruction versus In-Class Instruction

Cited by 17 publications

References 9 publications

The Costs of Online Learning: Examining Differences in Motivation and Academic Outcomes in Online and Face-to-Face Community College Developmental Mathematics Courses

The Costs of Online Learning: Examining Differences in Motivation and Academic Outcomes in Online and Face-to-Face Community College Developmental Mathematics Courses

Student apathy for classroom learning and need of repositioning in present andragogy in Indian dental schools

Untitled

Contact Info

Product

Resources

About