Abstract
In a pilot study to demonstrate the feasibility of a larger scale experiment, we randomly assign the registrants for a Principles of Macroeconomics class into two alternative venues: An online environment and a traditional face-to-face environment. Both sections of the class were taught by the same professor with the same course objectives. We find that the students in the face-to-face environment perform better in terms of overall exam scores. A comparison of change in pre-test and embedded post-test scores on a standardized exam in economics (TUCE), however, shows little difference in student performance between the two delivery modes. The results suggest that both course objectives and the mechanism used to assess the relative effectiveness of the two modes of education may play an important part in determining the relative effectiveness of alternative delivery approaches. Session attendees will understand some of the strengths and weaknesses of online teaching. Attendees will be able to discuss ways to assess online learning.
Location
Room 2011
Recommended Citation
Arias, J. J. and Swinton, John, "Online Vs. Face-to-Face: A Pilot Study of a Comparison of Student Outcomes with Random Assignment" (2015). SoTL Commons Conference. 74.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/74
Online Vs. Face-to-Face: A Pilot Study of a Comparison of Student Outcomes with Random Assignment
Room 2011
In a pilot study to demonstrate the feasibility of a larger scale experiment, we randomly assign the registrants for a Principles of Macroeconomics class into two alternative venues: An online environment and a traditional face-to-face environment. Both sections of the class were taught by the same professor with the same course objectives. We find that the students in the face-to-face environment perform better in terms of overall exam scores. A comparison of change in pre-test and embedded post-test scores on a standardized exam in economics (TUCE), however, shows little difference in student performance between the two delivery modes. The results suggest that both course objectives and the mechanism used to assess the relative effectiveness of the two modes of education may play an important part in determining the relative effectiveness of alternative delivery approaches. Session attendees will understand some of the strengths and weaknesses of online teaching. Attendees will be able to discuss ways to assess online learning.
