Comparison of Student Success in Traditional and Distance Delivery Platforms

Autor/in	Araeipour, Mohammad R.
Titel	Comparison of Student Success in Traditional and Distance Delivery Platforms
Quelle	(2013), (214 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California State University, Long Beach
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3032-9882-0
Schlagwörter	Hochschulschrift; Dissertation; Conventional Instruction; Distance Education; Comparative Analysis; Undergraduate Students; Student Attitudes; Prior Learning; Influences; Two Year College Students; Community Colleges; Quasiexperimental Design; Statistical Analysis; Regression (Statistics); Student Characteristics; Age Differences; Predictor Variables; Scores; Blended Learning; School Schedules; Scheduling; Interaction; Independent Study; Mathematics Instruction; Language Usage; Gender Differences; Racial Differences; Ethnic Groups; Algebra; College Mathematics + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Distance study; Distance learning; Fernunterricht; Schülerverhalten; Vorkenntnisse; Influence; Einfluss; Einflussfaktor; Community college; Community College; Statistische Analyse; Regression; Regressionsanalyse; Age; Difference; Age difference; Altersunterschied; Prädiktor; Schulzeiteinteilung; Disposition; Interaktion; Selbststudium; Mathematics lessons; Mathematikunterricht; Sprachgebrauch; Geschlechterkonflikt; Rassenunterschied; Ethnie
Abstract	This study compared traditional and distance education delivery platforms (onsite, hybrid, and online) at the college level in an urban setting in terms of student success, measured by final course grades and identified predictors of student success. The study examined the role of variables (prior knowledge of mathematics, language, gender, ethnicity, and disposition toward mathematics) in influencing students to choose a particular educational platform. The participants were 144 undergraduate college students in an intermediate algebra course in three sections taught in the various platforms by the researcher at a community college. A quasi-experimental research design used analysis of variance, analysis of covariance, stepwise multiple regression analyses, and chi-square tests. The results of analysis of variance (ANOVA) and analysis of covariance (ANCOVA) indicated no significant differences in final course grades for the three groups. The results of stepwise multiple regression analyses indicated that disposition and prior knowledge of mathematics were important predictors of student success. The 18- to 24-year-old students had the highest mean score for the on-campus group, and the 30- to 34-year-old students had the highest mean score for the hybrid and online groups; conversely, the 18- to 24-year-old students had the lowest mean score in both online and hybrid courses. On-campus students reported that "course schedule" was the most important factor in registering for an on-campus course, online students cited "work schedule" as the most important factor, and students in all three platforms cited "flexibility" as a factor. Emerging themes were "in-person interaction" for the on-campus and hybrid modes and "study at my own pace" for the online mode. The research has implications for educators in addressing the value of online learning. Recommendations for further research include investigating student social interaction, demographics, and distance education programs to obtain more comprehensive results. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01