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ERIC Number: ED474923
Record Type: Non-Journal
Publication Date: 2002-Oct
Pages: 48
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Comparison of Final Grades of Courses Taught in Both a Traditional Classroom Format and a Distance-Education Format at the University of North Carolina at Wilmington.
Patterson, Laurie J.; Hoehlein, Richard
The University of North Carolina at Wilmington (UNCW) offers many of its courses through distance-education. Because UNCW offers courses through a distance-education format, these courses are eligible for accreditation review by the Southern Association for Colleges and School (SACS). UNCW underwent its most recent SACS review during the 2001-2002 academic year. The review of the distance-education courses for this review compared a distance-education course against the same course taught in a traditional classroom setting. The comparison for the SACS review did not control for several potential errors. From fall semester, 1998 through spring semester, 2002, there were 155 courses that were offered in a distance-education format. Of that number, 27 of the courses were also taught in a traditional classroom setting by the same instructor. Of that number, only two courses had enrollments in the distance-education course that were within 10% of the enrollments in the traditional education course. The purpose of this study, then, was to compare the means of the final grades of those courses (a management information systems class and a literature for children course) that were offered by the same instructor via a traditional education format and a distance-education format, controlling for textbook and semester offered. In both courses, no statistically significant difference was found. Six recommendations rose from this study: (1) all skill determinants, not just the final grades of the students, should be evaluated; (2) the quality of instruction should also be compared; (3) compare and evaluate the pre-existing skills and knowledge of the students registered in the two types of courses; (4) the students should be tracked into subsequent courses for a comparison of whether the knowledge gained from the current course, regardless of mode of instruction, provided a solid basis for the next course; (5) continue with the comparison of the other courses that were offered in both a traditional classroom setting and a distance-education setting during the same semester when controlling for both the instructor and the textbook; and (6) present the results of this study to the chair of the SACS review for UNCW. Contains 29 references, and 2 tables and 3 figures of data. Appendixes contain data. (RS)
Publication Type: Dissertations/Theses - Practicum Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A