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ERIC Number: EJ1036013
Record Type: Journal
Publication Date: 2013-Dec
Pages: 11
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-1382-4996
A Comparison of Online versus Face-to-Face Teaching Delivery in Statistics Instruction for Undergraduate Health Science Students
Lu, Fletcher; Lemonde, Manon
Advances in Health Sciences Education, v18 n5 p963-973 Dec 2013
The objective of this study was to assess if online teaching delivery produces comparable student test performance as the traditional face-to-face approach irrespective of academic aptitude. This study involves a quasi-experimental comparison of student performance in an undergraduate health science statistics course partitioned in two ways. The first partition involves one group of students taught with a traditional face-to-face classroom approach and the other through a completely online instructional approach. The second partition of the subjects categorized the academic aptitude of the students into groups of higher and lower academically performing based on their assignment grades during the course. Controls that were placed on the study to reduce the possibility of confounding variables were: the same instructor taught both groups covering the same subject information, using the same assessment methods and delivered over the same period of time. The results of this study indicate that online teaching delivery is as effective as a traditional face-to-face approach in terms of producing comparable student test performance but only if the student is academically "higher performing". For academically "lower performing" students, the online delivery method produced significantly poorer student test results compared to those "lower performing" students taught in a traditional face-to-face environment.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A