Effectiveness of Online Instruction: Differences in Measured Student Outcomes Online versus Face-to-Face Instruction at the High School Level

Autor/in	Langenhorst, Don G.
Titel	Effectiveness of Online Instruction: Differences in Measured Student Outcomes Online versus Face-to-Face Instruction at the High School Level
Quelle	(2012), (191 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2671-6290-8
Schlagwörter	Hochschulschrift; Dissertation; Electronic Learning; Online Courses; Conventional Instruction; High School Students; Instructional Effectiveness; Learning Theories; Secondary School Teachers; Mixed Methods Research; Focus Groups; Interviews; Discussion (Teaching Technique); Assignments; Tests; Student Projects; Teacher Student Relationship; Instructional Design; Independent Study; Outcomes of Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Online course; Online-Kurs; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterrichtserfolg; Learning theory; Lerntheorie; Interviewing; Interviewtechnik; Assignment; Auftrag; Zuweisung; Examination; Prüfung; Examen; Schulprojekt; Teacher student relationships; Lehrer-Schüler-Beziehung; Lesson concept; Lessonplan; Unterrichtsentwurf; Selbststudium; Lernleistung; Schulerfolg
Abstract	There has been an exponential growth in online courses offered at the high school level but little evidence as to whether they are as effective as face-to-face courses. It has become critical to understand and evaluate the effectiveness of online education in order to reap the benefits and reduce the drawbacks of contrasting learning modes. The purpose of this study was to explore how online education at the high school level is more, less, or equally as effective as face-to-face instruction. These issues were examined within the lens of online learning theory by evaluating the same high school course taught in either a traditional face-to-face classroom or online. The mode of instructional delivery formed the independent grouping variable. Grades based on the categories of discussion, assignments, projects, and tests formed the dependent variables. A sequential explanatory design was used to triangulate the data. This included a prospective causal-comparative, quantitative component. Student focus groups and a teacher interview provided the qualitative component. The quantitative findings revealed no significant differences in any of the grade categories which included discussion, assignment, project, tests, and a mid-term exam. The qualitative findings supported the quantitative findings. It was found that teacher interaction, design of learning activities, and written discussions were important for both online and face-to-face students. The development of independent learning skills was important for success by online students. These findings were presented and discussed and categorized by the dependent variables. The significance of these findings as they relate to practice, policy, and research are also discussed. [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	2017/4/10