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ERIC Number: EJ1072655
Record Type: Journal
Publication Date: 2010-Oct
Abstractor: As Provided
Reference Count: 22
A Study in Analyzing Effectiveness of Undergraduate Course Delivery: Classroom, Online and Video Conference from a Student and Faculty Perspective
Koenig, Robert J.
Contemporary Issues in Education Research, v3 n10 p13-26 Oct 2010
Higher education students can and do take courses delivered in a variety of ways. But, to date, little research has been done on the effectiveness of different delivery modes. This study sought to fill that void by comparing the effectiveness of three undergraduate course delivery modes: classroom, online, and video conference at a technical institute in a mid-Atlantic state. Students (N = 1,206) and faculty (N = 160) completed questionnaires on effectiveness, in terms of satisfaction, for each mode. The questionnaire response rates were 74% for students and 86% for faculty. In terms of student satisfaction, the results revealed that classroom delivery was more effective than technologically delivery with online being slightly more effective than video conference. The same results were found for faculty satisfaction. The results of this research should assist leaders in higher education to understand the benefits associated with different undergraduate course delivery modes. In addition, by developing and testing a framework that can be used for estimating effectiveness of different delivery methods, the study provides leaders with a useful tool for securing and applying this type of information when making decisions about the modes best suited to serve their academic communities.
Descriptors: Undergraduate Study, Online Courses, Conventional Instruction, Videoconferencing, Student Attitudes, College Students, Teacher Attitudes, College Faculty, Instructional Effectiveness, Questionnaires, Satisfaction, Statistical Analysis, Teacher Characteristics, Student Characteristics, Teaching Methods, Educational Environment
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A