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An Analysis Of Student Performance In Select Online And Face To Face Courses In The Health Information Technology Program At Chippewa Valley Technical College
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Book Synopsis An Analysis of Student Performance in Select Online and Face-to-face Courses in the Health Information Technology Program at Chippewa Valley Technical College by : Jeanne M. Smoczyk
Download or read book An Analysis of Student Performance in Select Online and Face-to-face Courses in the Health Information Technology Program at Chippewa Valley Technical College written by Jeanne M. Smoczyk and published by . This book was released on 2012 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if students enrolled in the Health Information Technology (HIT) program at Chippewa Valley Technical College (CVTC) perform any differently online as they would in a face-to-face course. The results of this study showed overall there was no difference in an online delivery course compared to the on-campus course. With respect to the age of the student, it was discovered the 22-30 year old category performed better in a traditional course than an online course. It was also discovered there was no significant difference between the delivery methods and the students cumulative GPA. A student's cumulative GPA (at the time they took the course) appeared to be a factor in predicting student performance in a course. On the other hand, 14% of the students earned a grade higher than their current grade point average in both online and face-to-face courses. Results of this study were consistent with findings discovered in the literature and showed students perform equally as well in the traditional and online delivery methods.
Book Synopsis Predicting Student Success in Coursework Within a Regional Online School by : Cary J. Stamas
Download or read book Predicting Student Success in Coursework Within a Regional Online School written by Cary J. Stamas and published by . This book was released on 2021 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online education options in the K-12 environment have steadily increased from the infancy of online education at the turn of the millennia. Educators have utilized this format to meet the many different needs that exist for all students. Early research into the academic success of students in these environments prior to 2000 indicated there was no significant difference in student achievement for distance learning as compared to face-to-face learning. Since 2000, there has been increased focus on student performance in higher education online environments, but research is limited for K-12 schools. For the research that does exist, school-level variables and the reasons why students select online environments have not been investigated. This study examines the within-school and between-school factors that predict the performance of students in online environments utilizing hierarchical linear modeling (HLM). The data sample represents information from a regional online school (ROS) that enrolls 9-12 students in online coursework from local schools in the region. The sample included 886 students from 36 local schools. The student-level variables that were investigated included prior student performance, special education status, student free or reduced-price lunch status, race, gender, age, and the reason for selecting online coursework. The school-level variables included in the analyses were school enrollment, percentage of students who qualify for free or reduced-price lunch, school average SAT score, percentage of Black students enrolled, and percentage of Hispanic students enrolled. This study analyzed student overall performance, mathematics performance, and English language arts (ELA) performance at the ROS utilizing three models: the unconditional model, the control model with student-level variables, and the full model with school-level variables. A fourth model was applied to a subset of the data for each academic area and included students' reason for choosing online coursework at level 1. The results identified multiple significant factors that predicted student performance. At the student level for all three academic areas, prior academic performance (GPA) was a positive predictor of student achievement while special education status and qualification for free or reduced-price lunch were negative predictors. At the school level, the only significant predictor is the average SAT score which positively predicts overall academic achievement at the ROS. When the students' reasons for selecting online coursework were analyzed, health reasons were a significant negative predictor for overall academic performance. Behavioral reasons were a significant positive predictor and family reasons were significant negative predictor of mathematics achievement at the ROS. The findings on significant predictors of student success in online classes are important information for students, parents, educators, and others. These findings can provide clarity in decision making around the placement and support of students. They also provide important areas of focus for program quality and improvement to support student success. Future research could investigate further the relationship between special education classifications, other school level factors, and additional reasons for selecting online courses, on the one hand, and success in on-line classes, on the other.
Book Synopsis Examination of Interaction Variables As Predictors of Students' Satisfaction and Willingness to Enroll in Future Web-Based Courses While Controlling for Student Characteristics by : Veronica A. Thurmond
Download or read book Examination of Interaction Variables As Predictors of Students' Satisfaction and Willingness to Enroll in Future Web-Based Courses While Controlling for Student Characteristics written by Veronica A. Thurmond and published by Universal-Publishers. This book was released on 2003 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Pub_AbstractText~: The impetus for this study was the need to gain a better understanding of what interaction activities in the virtual classroom affect student outcomes. The purpose was to determine which perceptions of interactions contributed to predicting student outcomes of satisfaction and future enrollment in Web-based courses, while controlling for student characteristics. The problem is that the interaction that occurs in the Web-based classroom is markedly different than what occurs in the traditional classroom setting. The study was a secondary analysis using data from 388 student evaluations of Web-based courses. Using Astin's Input-Environment-Outcome (I-E-O) conceptual framework, influences of student characteristics [inputs] and virtual classroom interactions [environment] on student outcomes were examined. Student input predictors were perceptions of computer skills; knowledge of electronic communications; number of Web-based courses taken; distance living from campus; and age. Environmental predictors included interactions with the instructor, students, technology, and perceptions of presence.
Book Synopsis Student Engagement and Learning Preferences in an Online Health Information Technology Course with Asynchronous Instructor-created Videos by : Lynette M. Williamson
Download or read book Student Engagement and Learning Preferences in an Online Health Information Technology Course with Asynchronous Instructor-created Videos written by Lynette M. Williamson and published by . This book was released on 2018 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to investigate the relationship of student engagement and learning preferences in an online course at a community college that contained asynchronous instructor-created videos (AICVs). This study used a quantitative research design and included two instruments, one created for the study and the other being the VARK version 7.1 questionnaire. The adult student population for this study were enrolled in an entirely online academic program. The course that the students were enrolled in is a part of the academic discipline of Health Information Technology (HIT). At the community college where the study was conducted, HIT is an academic discipline that is part of the Career and Technical Education (CTE) division of the institution. Using the VARK questionnaire and a research scoring method to identify a dominant learning preference, the findings show that the most common dominant learning preference from the sample was reading/writing (i.e. learning by written word); the second most common was kinesthetic (i.e., learning by doing); the third most common was visual (i.e. observable); and the least selected learning preference was aural (i.e. auditory). When reviewing the study findings, students in an online course that included asynchronous instructor-created videos, reported a reduced sense of isolation overall. Other inquiries for this study centered on the examination of any difference between student’s learning preference, isolation, and feeling of connection between the course instructor and the student. While students with a dominant aural learning preference had a slightly higher favorable response, this was not found to be statistically significant.
Book Synopsis Assessing Student Characteristics for Success in Online Versus Face-to-Face Environments by : Amy A Lavin
Download or read book Assessing Student Characteristics for Success in Online Versus Face-to-Face Environments written by Amy A Lavin and published by . This book was released on 2019 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online education is pervasive in higher education today. More students are taking courses online than ever before. Institutions are encouraged to adopt virtual classrooms as the market demands access. This study examined the characteristics of students who choose to enroll in online or face-to-face courses and their eventual academic outcomes in their selected course. The purpose was to determine whether online and face-to-face students possess the same skillsets or if there are characteristics that a student should possess when choosing to enroll in an online class or program. Additionally, this study examined students' perception of online courses versus face-to-face courses to determine if there were any differences in students' feedback based on the type of course in which they were enrolled. The course Management Information Systems 101 (MS107) served as the focus of this study; it is a required undergraduate business course in an urban university. Typically, undergraduate sophomores or juniors take this course and are declared business majors at the university. The units for analysis consisted of students enrolled in MS107 in the fall of 2017 and spring of 2018 semesters. The online courses were conducted via WebEx, synchronously with live interaction from the professor. The face-to-face classes were conducted in the traditional environment on the university's main campus. Data were collected from the university's student system, student feedback forms, and the university's New Student Questionnaire (NSQ) and concatenated to present a full picture of each student's course outcome, demographics, and responses to the NSQ. The purpose in analyzing this information was to determine if there are behavioral, demographic, or other characteristics that might lend to better or worse performance in an online classroom. Finally, student feedback was analyzed to determine whether students have different opinions of MS107 depending on course delivery method. Results of this study indicate that from a course delivery perspective, engagement between students and faculty is a critical asset that should be developed in the online classroom environment. In the analysis of the student self-reported characteristics, many of the characteristics for success for the entire sample hold true for the characteristics of successful students in the face-to-face sections. For the online sections, however, the key predictors of success are simply previous grade point average and expectation of high averages in college, eliminating variables like self-confidence and hard working. The results of this study support prior research that states students perform better in face-to-face classrooms than online; however, this research begins to showcase what opportunities might be available for improvement in the online classroom.
Book Synopsis Comparing University Student Performance in Online V. Face-to-face Offerings of the Same Course, and Investigating Student Perceptions of Satisfaction in an Online Course by : Kristin Elizabeth Davidson
Download or read book Comparing University Student Performance in Online V. Face-to-face Offerings of the Same Course, and Investigating Student Perceptions of Satisfaction in an Online Course written by Kristin Elizabeth Davidson and published by . This book was released on 2016 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online education in the United States has seen dramatic growth for the past decade, outpacing any other growth in higher education. The concurrent mixed-methods study that was conducted for this research used data from a survey geology course taught in both environments, online and traditional face-to-face. The quantitative research focused on comparing student performance in an online course relative to the same face-to-face course, while the qualitative research investigated how students described their experiences taking an online class. Previous work in online education has been limited by relatively small sample sizes, conducting studies over just one semester, comparing dissimilar courses in one study, considering few of the STEM disciplines, and, of the limited studies with GPA as a covariate, using self-reported GPA rather than actual GPA. The quantitative analysis of this study compared student performance in online (N=171) and face-to face (N=1266) environments using data from the same STEM class over five years, with actual GPA as the covariate. ANCOVAs were calculated, and results showed that, overall, students performed better in the face-to-face class than in the online class, and this difference was more pronounced with students whose GPAs were 3.0 and lower. OLS regression was also conducted to identify predictors contributing to student success in the online classroom – GPA, course load, and student credit hours were the only significant factors predicting online performance. For the qualitative component of this study, issues related to student satisfaction were explored by conducting a focus group from four students enrolled in the online STEM course. Themes emerging from the discussion included interaction, technology, self-regulated learning practices, convenience, and course structure, with interaction as the most prominent theme. These findings help to explain the quantitative findings of why students with higher GPAs perform better – they do so, in part, because they have frequent interaction with the content despite the negative impact of the distance-based environment. Research, such as this study, is important in that identifying effective pedagogy promotes learning, particularly when the learning is done at a distance such as the online environment.
Book Synopsis Analysis of Readiness of the Online Learner at Chippewa Valley Technical College by : Mary J. Felton-Kolstad
Download or read book Analysis of Readiness of the Online Learner at Chippewa Valley Technical College written by Mary J. Felton-Kolstad and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Analysis of Student Perceptions of the Psychosocial Learning Environment in Online and Face-to-face Career and Technical Education Courses by : Diane L. Carver
Download or read book Analysis of Student Perceptions of the Psychosocial Learning Environment in Online and Face-to-face Career and Technical Education Courses written by Diane L. Carver and published by . This book was released on 2014 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Online Versus Face-to-Face Instruction by : Jennifer Flanagan
Download or read book Online Versus Face-to-Face Instruction written by Jennifer Flanagan and published by . This book was released on 2015 with total page 9 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the dramatic increase of online business degree programs, the question of the effectiveness of online courses has been front and center. Do these once primarily face-to-face courses successfully transfer to online-only formats without losing student productivity? Do the new formats still reach students, and is it reflected in final grades? Research was focused on evaluating the efficacy, measured by student performance, of undergraduate business statistics courses taught online classes, as compared to traditional, face-to-face classes and web- enhanced courses. Are there differences in how male and female students perform in both class formats?Performance in the classroom is traditionally measured by the grades, namely the final grade. This study looked at the impact of online learning facilities in a course with traditionally difficult content for undergraduates with regard to gender. Results found that students overall performed better in face-to-face business statistics courses than in online. When gender was analyzed, the final grade for female students were significantly decreased from face-to-face to online courses, as compared to male students, whose grades were not significantly different in the two course formats.
Book Synopsis A Comparison of Student Success, Attrition, and Perceptions of Course Satisfaction in Online Courses with Face-to-Face Health Information Management Associate Degree Programs by : Susan L. Foster
Download or read book A Comparison of Student Success, Attrition, and Perceptions of Course Satisfaction in Online Courses with Face-to-Face Health Information Management Associate Degree Programs written by Susan L. Foster and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Comparison of Student Achievement and Satisfaction Between a Hybrid Technical Reporting Class and an Online Technical Reporting Class at Chippewa Valley Technical College by : Paul W. Reid
Download or read book A Comparison of Student Achievement and Satisfaction Between a Hybrid Technical Reporting Class and an Online Technical Reporting Class at Chippewa Valley Technical College written by Paul W. Reid and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Academic Success in Online Programs by : Jacqueline S. Stephen
Download or read book Academic Success in Online Programs written by Jacqueline S. Stephen and published by Springer. This book was released on 2024-04-22 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides higher education students with a comprehensive resource to assist them in their academic persistence in an online course or program. It addresses a wide selection of topics emphasizing a myriad of factors that impact a student’s persistence, and ultimate success, in an online program or course. The book helps students to gain insight into the skills, knowledge, and attributes needed to succeed in the autonomous nature of an online learning environment. Thus, this book helps students to proactively engage in activities to prepare for online learning. Information presented in each chapter is drawn from theory and recent research centered on persistence of online students in higher education. It incorporates hands-on practical activities to promote application of theory and research, and encourages students to demonstrate their knowledge, skills, and abilities through the use of reflective and thought-provoking activities. Hence, this book provides online students with an up-to-date resource they can use to develop an awareness of their readiness and preparedness for online learning. Additionally, this book equips students with information and strategies aimed at helping them to address gaps in their skills and knowledge that may present them with barriers to academic success. The content of this book is aligned with widely used student learning outcomes and objectives of first-year student seminar courses and orientation programs for graduate and undergraduate students enrolled in online programs. Furthermore, it is deliberately organized and structured to support an online student’s academic journey as they navigate the online learning environment. As such, these features make it an ideal book for use by students, instructors, and academic advisors or college and university academic support staff.
Book Synopsis A Qualitative Case Study of Health-related Baccalaureate and Graduate Web-based Simulated Clinical Learning Platforms by : Kathrine Choura Branch
Download or read book A Qualitative Case Study of Health-related Baccalaureate and Graduate Web-based Simulated Clinical Learning Platforms written by Kathrine Choura Branch and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Simulation has been recognized as a teaching, learning, evaluation, and research strategy based on learning theories, that has come to play a significant role in healthcare education (Beal et al., 2017; La Cerra et al., 2019). Health-related academic programs in higher education have traditionally used simulation to fill gaps in learning and strengthen students’ clinical and critical thinking skills in conjunction with didactic classroom content, laboratory practice, and clinical education in the community setting (Hayden et al., 2014). With the onset and unpredictability of COVID-19, there was almost an immediate need for health-related academic programs across the world to transition from face-to-face teaching and learning, to remote online delivery methods to ensure the academic progression of students. To manage this transition, many higher education health-related programs turned to web-based simulated clinical learning platforms to support health-related students’ development of clinical skills, and clinical understanding in the absence of traditional forms of laboratory, simulation, and clinical education. The purpose of this qualitative case study was to develop an in-depth analysis focused on perceived experiences of students and faculty utilizing web-based simulated clinical learning platforms incorporated within the curriculum of nine different baccalaureate and graduate health-related programs at one Midwestern public university in the United States. The analysis and triangulation of data included; students’ and faculty perceptions via survey of their satisfaction, value, and usage levels of the web-based simulated clinical learning platforms, field educators’ perception of student preparedness for clinical education, as well as, a comparison of course syllabi pre and post implementation of the web-based simulated clinical learning platforms. In-depth faculty opinions were also gathered via a focus group interview and inductive thematic analysis used to examine the perspectives of each participant on the overall effectiveness on how well such platforms helped meet course learning objectives, the usefulness of specific platform components, and the utilization levels and value of the platforms in comparison the actual cost of the platform. Findings of this study were used to provide actionable information and recommendations for stakeholders and others in the future utilization of web-based simulated clinical learning platforms in health-related academic programs in higher education. In summary, it is recommended that web-based simulated clinical learning platforms be utilized in conjunction with in-person clinical education. Whereas, content from the web-based simulated clinical learning platforms is used to supplement or replace missed clinical education, deliver specific evaluative standardized experiences for students, or provide students access to patient care conditions that are hard to replicate or gain access to in the student role in the clinical setting.
Book Synopsis Lessons from a Pandemic by : Wilber Alexander Bruno
Download or read book Lessons from a Pandemic written by Wilber Alexander Bruno and published by . This book was released on 2021 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: Blended Online Learning (BOL) combines synchronous and asynchronous online learning in ways that potentially can overcome limitations of fully asynchronous online. Although BOL has been an emergent modality for decades, research on the experiences, benefits and challenges of its implementation has been limited. However, the Covid-19 pandemic forced many college courses to go fully online, including courses with hands-on learning components assumed to require face-to-face instruction to support learners. For this study, the pandemic disruption offered an authentic learning setting to investigate the learning and experiences of pre-service teachers in a technology course that was forced into a fully online BOL modality. Previously, the technology course was delivered in a Blended Learning modality (BL) that combined face-to-face computer lab meetings with asynchronous online materials and activities using a Learning Management System (LMS). BOL replaced face-to-face meeting with synchronous online (e.g., Zoom) meetings. The purpose of this study was to explore if BL and BOL course modalities would generate different student outcomes in terms of rubric scores obtained on a final project (competence), along with student-written reflections on the final project (confidence/self-efficacy) that covered topics and skills such as digital audio, digital video, and PowerPoint. The study showed that students enrolled in the BL modality obtained higher scores on the final project as compared to students engaged in the BOL modality. On the other hand, BOL students made a higher number of problem-solving statements in their written reflections about the final project, displaying an antifragile disposition. This study contributes to the existing body of research on online learning modalities by exploring the dimension of competency and self-efficacy of students enrolled in blended and blended online versions of a course with concentration on learning technology. The findings of this study can inform decisions of teacher education administrators and faculty about how they are going to integrate educational technology into Teacher Education Programs. Further, the study has implications for adopting BOL modality in a range of higher education courses in which fully online delivery has been resisted because of students' assumed needs for face-to-face support in skills learning.
Book Synopsis Face-to-face, Blended, and Online Instruction by : Binh Thi Nguyen
Download or read book Face-to-face, Blended, and Online Instruction written by Binh Thi Nguyen and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent years, advances in technology have significantly expanded educational delivery options. More innovative instructional formats and learning opportunities have materialized, and as a result, have provided richer and more meaningful didactic learning experiences for students (Garrison & Hanuka, 2004; Winters & Acevedo, 2005). Research done by the Sloan Consortium showed that two-thirds of all colleges and universities offer some variation of online classes, with the majority offering programs that are completely online (Allen & Seaman, 2007). Despite its fame, online instruction has yielded inconsistent results when trying to produce positive student outcomes. Partially born out of this result is the increasing popularity of the hybrid/blended classroom format, a teaching style that combines both face-to-face lecture and online tools to offer students a multitude of learning options. Because of the relative novelty of the blended learning platform, few studies have looked at its effectiveness compared to the purely online and traditional face-to-face teaching styles, and studies that have compared the 3 instructional formats have produced inconsistent results (Senn, 2008; Larson & Young, 2009). This quantitative study attempted to shed more light on whether there was a difference between the online, blended/hybrid, and traditional face-to-face instructional styles by comparing their retention rates and student performance (via end of semester grades) in 92 Psychology class sections at Santa Rosa Junior College, a Northern California Community College District, in the Fall 2010 and Spring 2011 semesters. Retention data and student grades for each class section were gathered from an archived database, managed by the Office of Institutional Research at this college district. Analyses of the data revealed there was a significant difference in student performance between the instructional formats. Average student grades were significantly higher in the online instructional mode than the blended/hybrid and traditional face-to-face teaching styles. Though not statistically significant, average grades in the blended classes were higher than the traditional classes. Comparison of retention rates across the 3 instructional modalities yielded no significant differences. All the formats produced a similar number of student dropouts. Because of the homogenous population (all Psychology classes in two semesters at one community college), it was recommended that this research be duplicated further to include a larger population size and with other types of classes from the same community college and/or a variety of other disciplines from other community colleges. It is important to note that while grades may be indicative of learning, they are not the only means to ascertain student performance. Thus, future studies might want to consider the use of alternative measures to determine student performance and success within various learning environments.
Book Synopsis Comparison of Online and Traditional Graduate Counseling Courses by : Brandé Nicóle Flamez
Download or read book Comparison of Online and Traditional Graduate Counseling Courses written by Brandé Nicóle Flamez and published by . This book was released on 2010 with total page 191 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine learning style, instructional preferences, and educational climate of online verses traditional, face-to-face instruction. Subjects included 64 masters level students enrolled in a Council for Accreditation of Counseling and Related Educational Programs (CACREP) Counselor Education Program. Thirty students selected the online course experience, while thirty-four chose the face-to-face method of instruction. Learning styles were measured at the beginning of courses by the Grasha-Reichmann Student Learning Style Scales (GRSLSS). At the end of the semester courses the educational environment was measured by the Dundee Ready Education Environment Questionnaire (DREEM). Findings produced no statistically significant differences between learning styles of students enrolled in the face-to-face courses and online courses. Based on these findings, the researcher concluded that method of instruction and specific learning styles were independent of each other. The effect of method of instruction on students' perception of learning and students' perception of teachers as measured by the DREEM were statistically significant, favoring the online method of instruction. The effect size was "medium" for students' perception of learning and "large" for students' perception of teachers. There were no statistically significant differences on remaining DREEM subscale scores of academic self-perceptions, students' perception of atmosphere, and students' social selfperceptions. The intervention effect on the DREEM total score was statistically significant, favoring the online method of instruction.
Book Synopsis Adult Learning Outcomes Based on Course Delivery Methodology by : Timothy Edward Jenkins
Download or read book Adult Learning Outcomes Based on Course Delivery Methodology written by Timothy Edward Jenkins and published by . This book was released on 2005 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study compared student satisfaction and academic performance in online and face-to-face classes. 105 ITT Technical Institute students who were simultaneously enrolled in one online course and two on-campus courses were surveyed and interviewed. Factors examined included student to instructor communication, student to student interaction, content selection for online courses and course management for online courses. Sixty-four percent of the students did not pass their online courses and expressed dissatisfaction with the learning process. Course components and processes that could be improved were identified.
