A Comparative Study of an Online and a Face-to-Face Chemistry Course

Autor/inn/en	Gulacar, Ozcan; Damkaci, Fehmi; Bowman, Charles R.
Titel	A Comparative Study of an Online and a Face-to-Face Chemistry Course
Quelle	In: Journal of Interactive Online Learning, 12 (2013) 1, S.27-40 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-4914
Schlagwörter	Chemistry; Online Courses; Electronic Learning; Conventional Instruction; Comparative Analysis; Intermode Differences; Instructional Effectiveness; Introductory Courses; Nonmajors; Correlation; Achievement Gains; Pretests Posttests; Memory; Knowledge Level; Comparative Testing; College Students; New York + Suchen Sie Ihr Suchwort? Chemie; Online course; Online-Kurs; Unterrichtserfolg; Einführungskurs; Korrelation; Achievement gain; Leistungssteigerung; Gedächtnis; Wissensbasis; Collegestudent
Abstract	While online and face-to-face (F2F) courses have been compared in numerous studies, there has been a lack of focus on online chemistry courses. This study was conducted to compare the success of students instructed in an online or F2F general chemistry course for non-majors. One hundred forty six exam questions were categorized according to Bloom's revised taxonomy and student success on each problem was analyzed. Comparison of online and F2F courses showed significant differences at the lowest order of thinking, "remember," with online students performing better than F2F students. A similar result was seen with the next order of thinking, "understand," but there were no significant differences observed between online and F2F students for exam questions at the "analyze" level. The observed advantage for online students may be because online instruction promotes better memorization of facts or because students good at memorization gravitate towards online courses. No significant differences were seen between online and F2F courses when comparing the various chemistry topics covered in the exams. Online instruction appears to be as effective as F2F instruction when teaching introductory chemistry topics. (As Provided).
Anmerkungen	University of Alabama. 152 Rose Administration, P.O. Box 870104, Tuscaloosa, AL 35487. Web site: http://www.ncolr.org/jiol
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10