Assessing academic performance between traditional and distance education course formats

If you need an accessible version of this item, please submit a remediation request.
Date
2008
Language
American English
Embargo Lift Date
Department
Committee Members
Degree
Degree Year
Department
Grantor
Journal Title
Journal ISSN
Volume Title
Found At
Journal of Educational Technology & Society
Abstract

The goal of this study was to explore whether differences in student academic indicators exist between taking a course face-to-face (F2F) and taking a course via distance education (DE). Three hundred and eighty five students were enrolled in a course offered, both, as F2F (n = 116) and as DE (n = 269). Course content, instructor, textbook adopted, and assessment methods were consistent between the two course delivery formats. Final grades, DFW rates, and end of term course and instructor evaluations were used as the outcome indicators. In addition, student demographic information was factored into data analyses. Results indicated that there was a statistically significant difference in final grade, DFW rates, and end of term course evaluation response rates between the course offerings. Further analysis suggested that freshman grade performance was significantly different between course offerings. Implications and policy suggestions regarding distance education will be discussed.

Description
item.page.description.tableofcontents
item.page.relation.haspart
Cite As
Urtel, M. G. (2008). Assessing academic performance between traditional and distance education course formats. Journal of Educational Technology & Society, 11(1), 322-330.
ISSN
Publisher
Series/Report
Sponsorship
Major
Extent
Identifier
Relation
Journal
Source
Alternative Title
Type
Article
Number
Volume
Conference Dates
Conference Host
Conference Location
Conference Name
Conference Panel
Conference Secretariat Location
Version
Full Text Available at
This item is under embargo {{howLong}}
Collections