The Impact of Paradigm Development and Course Level on Performance in Technology-Mediated Learning Environments

Abstract

We investigate the effect of paradigm development and course level on the outcomes of web based technology-mediated learning environments in order to ascertain if these external factors can help explain student outcomes. Using an institutional database of student outcomes, we were able to examine data from over 13,000 students in 167 undergraduate courses from the years 1997 -2003. Using this data we examined the question which types of courses are best suited for delivery using web-based technologies. The findings indicate that technology-mediated learning can be used more effectively for some courses than others. Our results suggest that student grades are significantly higher and withdrawal rates lower for courses with high paradigm development (e.g., Biology, Computer Science) than for courses with low paradigm development (e.g., Sociology, English). Even stronger relationships emerge when including the hypothesized moderating effect of course level (introductory or advanced). When taking course level into account, student satisfaction is better in advanced high paradigm classes than in advanced low paradigm classes. The opposite holds when comparing satisfaction in introductory low paradigm classes with introductory high paradigm classes. Withdrawal rates are lower in advanced high paradigm classes than introductory high paradigm classes, while the opposite holds for low paradigm classes, with introductory low paradigm classes having lower withdrawal rates than advanced low paradigm classes.

A Study of Disciplinary, Structural, and Behavioral Effects on Course Outcomes in Online MBA Courses

“…More specifically with regard to subject matter effects, Burke and Moore's (2003) conceptualization of Biglan's (1973) subject matter classification scheme suggested differing structures and orientations between Organizational Behavior, Accounting, and Business Computing courses. The topic of paradigm structures in online learning has started to receive research attention, producing inconsistent findings that either hard (Hornik, Saunders, Moskal, & Dziuban, 2003) or soft (Vaverick & Saunders, 1993–1994) paradigm structures were associated with positive course outcomes in online learning and/or satisfaction with online learning. Although this research has been inconclusive, it certainly suggests that there are discipline‐related differences in online learning outcomes.…”

Blended learning in design education: An analysis of students' experiences within the disciplinary differences framework

“…There have also been a few comparative studies. For example, Hornik, Saunders, Li, Moskal & Dzuiban (2008) found that student grades were significantly higher and withdrawal rates were lower for courses in hard disciplines compared to those in soft disciplines in online education. Considering the limited number of studies on disciplinary effects in online education, the results of existing research are not yet conclusive.…”

Communication in Virtual Teams: Ten Years of Experience in Education

“…Results of a study of a large number of web-based courses over a seven-year period suggest that student performance and satisfaction are significantly greater and withdrawal rates lower for courses with high-paradigm development than for courses with low-paradigm development. Even stronger relationships emerge when looking at the moderating effect of advanced versus introductory courses [31]. Hence, this educational approach appears especially conducive to virtual teams using the internet in advanced courses in a high-paradigm discipline (e.g., engineering).…”