As electronic communication becomes increasingly common, and as students juggle study, work, and family life, many universities are offering their students more flexible learning opportunities. Classes once delivered face-to-face are often replaced by online activities and discussions. However, there is little research comparing students' experience and learning in these two modalities. The aim of this study was to compare undergraduates' preference for, and academic performance on, class material and assessment presented online vs. in traditional classrooms. Psychology students (N = 67) at an Australian university completed written exercises, a class discussion, and a written test on two academic topics. The activities for one topic were conducted face-to-face, and the other online, with topics counterbalanced across two groups. The results showed that students preferred to complete activities face-to-face rather than online, but there was no significant difference in their test performance in the two modalities. In their written responses, students expressed a strong preference for class discussions to be conducted face-to-face, reporting that they felt more engaged, and received more immediate feedback, than in online discussion. A follow-up study with a separate group (N = 37) confirmed that although students appreciated the convenience of completing written activities online in their own time, they also strongly preferred to discuss course content with peers in the classroom rather than online. It is concluded that online and face-to-face activities can lead to similar levels of academic performance, but that students would rather do written activities online but engage in discussion in person. Course developers could aim to structure classes so that students can benefit from both the flexibility of online learning, and the greater engagement experienced in face-to-face discussion.

http://www.tascl.org/uploads/4/9/3/3/49339445/kempgrievepublishedfrontiersedpsych.pdf

Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning.

This research determined the perception toward online education among faculty in a State College in the Philippines. This study used a descriptive online survey involving a sample of 27 faculty members. Statistical tools employed were descriptive statistics, Mann-Whitney U test, and Kruskal-Wallis test. Research findings indicated that the majority of faculty had intermediate computer competency and had no training in online teaching, with only a few having a very stable internet connection. Faculty considered online education to result in more academic dishonesty, impersonal and lack feeling compared to face-to-face classes, and difficult to manage in terms of technology. Additionally, faculty were undecided if they are in favor of online education. The faculty significantly differed whether they are in favor of online education based on age, sex, college, educational attainment, years in teaching, academic rank, level taught, and employment status. Faculty of Higher Education Institutions must be provided with continued support and training as they adapt to the new normal in the higher education landscape and as they embrace the instructional challenges brought by the Coronavirus disease 19 pandemic.

/pdf/faculty-perception-toward-online-education-in-a-state-1pzadkne6f.pdf

Faculty perception toward online education in a state college in the Philippines during the coronavirus disease 19 (COVID-19) pandemic

Students' engagement characteristics predict success and completion of online courses

Over the last decade, online learning has grown to become an important part of higher education. However, despite the considerable volume of research in this area, many educators are still concerne...

Student satisfaction with an online and a face-to-face Business English course in a higher education context

Uzaktan egitim dunyanin bircok ulkesinde oldugu gibi Turkiye’de de cok sayida universite ve ozel kurulus tarafindan uygulanmakta ve bu uygulamalar giderek yayginlasmaktadir. 2014-2015 ogretim yili guz doneminden itibaren Abant Izzet Baysal Universitesi’nde onlisans ve lisans duzeyindeki ortak zorunlu dersler uzaktan egitim yolu ile yurutulmeye baslandi. Bu dersleri veren ogretim elemanlari ilk kez Web tabanli uzaktan egitim teknolojilerini kullanarak derslerini sundular. Ilgili universite ve ogretim elemanlari icin uzaktan egitim uygulamasi yeni bir surec oldugundan ogretim elemanlarinin cesitli sorunlarla karsilasilmasi muhtemeldir. Dolayisiyla, ogretim elemanlarinin uzaktan egitim sureci hakkindaki goruslerinin belirlenmesi uzaktan egitim sisteminin iyilestirilmesi ve gelistirilmesi icin onemlidir. Bu calismanin amaci cevrimici uzaktan egitim yolu ile ortak zorunlu dersleri veren ogretim elemanlarinin uzaktan egitim sistemi hakkindaki goruslerini derinlemesine incelemek ve sistemin iyilestirilmesi icin onerilerde bulunmaktir. Bu amac dogrultusunda 12 ogretim elemani ile yuz yuze yari-yapilandirilmis gorusmeler yapilmis ve elde edilen veriler betimsel olarak analiz edilmistir. Arastirma sonuclari teknoloji, destek, yonetim, ogrenme-ogretim ve icerik boyutlarinda ogretim elemanlarinin olumlu ve olumsuz goruslerini ortaya koymaktadir. Anahtar Kelimeler: Uzaktan egitim sistemi, ogretim elemani dusunceleri, cevrimici ogretim Opinions of Instructors Who Give Lectures Online About Distance Education Abstract As in most countries, in Turkey, distance education applications are being implemented by many higher education and private institutions and becoming popular. The common compulsory courses at Abant Izzet Baysal University in associate and undergraduate level have been implemented online since the fall semester of 2014-2015 academic year. The instructors of these courses have the first experience of online lecturing at Abant Izzet Baysal University. As distance education is a novel approach for the university and the instructors of the common compulsory course, it is possible that the instructors have problems about online teaching. Thus, the examination of instructors’ opinions about online teaching process is important to enhance the distance education system at the institution. The aim of this study is examine the opinions of instructors of the common online compulsory courses deeply, and, in consideration with the results of the study, make suggestions in order to make contributions in the development of the distance education system. Within the aim of the study, semi-structured and face-to-face interviews were implemented with 12 instructors, and the collected data were analyzed with descriptive techniques. The results of the study showed instructors positive and negative opinions on technology, support, administration, teaching and learning, and content dimensions of online teaching and learning process. Keywords : Distance education system, opinions of instructor, online teaching

/pdf/opinions-of-instructors-who-give-lectures-online-about-5bw6xasx9y.pdf

Opinions of Instructors Who Give Lectures Online About Distance Education

The use of online courses on college campuses has grown substantially in recent years, despite limited information on how these courses are perceived by faculty and students, compared to traditional (classroom) classes. In this study, two separate, but equivalent, surveys were developed to compare the perceptions of faculty and students. Comparisons were made between the perceptions of faculty who have taught the same course using online and traditional formats to the perceptions of students who have taken online and traditional courses using a series of 7-point Likert scales. Both surveys measured: 1) perceptions of online versus traditional courses, 2) perceptions of students who take online courses and students' motivations for taking online courses, 3) perceptions of faculty members who teach online courses; and 4) demographic characteristics. Analysis of data included the comparison of mean values between faculty and students and Pearson correlation analysis to determine relationships between questions. Of the 25 questions investigated in this study, 12 showed significant differences in means between faulty and student perceptions (p

Comparing student and faculty perceptions of online and traditional courses

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Comparing student and faculty perceptions of online and traditional courses