Cyber-Teaching The Real Thing! Comparison of an Online Secondary Physics Class and a Traditional Secondary Physics Class:

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1 Cyber-Teaching The Real Thing! Comparison of an Online Secondary Physics Class and a Traditional Secondary Physics Class: Lochlyn S. Kennedy Abstract: This action research project compared academic achievement of online secondary physics students and traditional secondary physics students when taught comparable material. Thirty-six online students and 80 traditional high school students, ages 16 to 18, approximately 75% of whom were males, participated. Online and traditional instruction contained identical course objectives and similar assignments and assessments. It was found that the academic achievement for both groups was very similar. A survey consisting of Likert-type, yes-no, and open-ended questions was administered to the nine online students in the most current class to determine their perceptions concerning the quality of online instruction versus traditional instruction. The parents and teachers of the nine online students were also given a survey of openended questions to determine their perceptions of online instruction. Student, parent, and teacher comments favorably compared online instruction to traditional instruction, agreeing that flexibility and self-pacing were major strengths of online instruction. Teachers qualified this by stating that an additional determining factor for a student s success in online courses was the student s selfmotivation. Recommendation is made for additional research into online instruction and its impact at the secondary level. Introduction Background, context, and problem The United States Department of Education and each of the fifty states have, in recent years, passed acts mandating the inclusion of technology in the public school curriculum. In the past five years many educational institutions, both secondary and post-secondary, have gone beyond merely making technology available in the classroom to using technology to deliver schooling in the form of online instruction. There are currently 76 online high schools in 19 different states (High Schools Online, 2000). However, there have been questions concerning the quality of the instruction and of the application of appropriate learning theories in the development of online courses. As an instructor of an online high school physics class for the past two years, I have observed excitement, frustration, enthusiasm, procrastination, confusion, and satisfaction on the part of my online students. The online high school program with which I am associated currently serves more than 3000 students in 200 public high schools located in 25 states and several foreign countries. In my experience the students in my online classes have been as academically successful as the traditional secondary physics students I have taught. The online students seem to feel more confident and increasingly in control of their own learning as the semester progressed. I wondered, however, if my students were unique in the sense that they were very education- and goal-oriented. I did not know if my observations would be validated by the research literature nor if they could be extended to other subjects and educational areas. A review of the pertinent literature revealed that there are unique advantages and disadvantages associated with online learning. Students and instructors alike consider the increased flexibility and convenience resulting from the asynchronous nature of online learning a major advantage (Research Information and Statistics, 2001; Robyler, 1999). Access to an ever-increasing pool of information and resources (Felix, 2001), and access to courses which might otherwise be unavailable to many students (VHS Student Survey Results, ) are also viewed as strong advantages. Instructors like the increased freedom to individualize instruction (Schmidt, Shelley, Van

2 Wart, Clayton, & Shreck, 2000), access to a broader and more varied range of learners (Lan, 2001), and additional opportunities to expose learners to the technologies that are the driving forces in our society (Collins, 2001). The disadvantages include the need for students and instructors alike to develop new skills (Gnisci, Papa, & Spadaletti, 1999; Kazmer, 2000; Lyall & McNamara, 2000), and increased pressure for the learner to assume more of the responsibility for learning and motivation (Inman, Kerwin, & Mayes, 1999; Shaw, 2000). The latter, while considered a disadvantage by students, is listed as a strong asset by instructors and is very much in keeping with the educational paradigm of constructivism which is rapidly gaining in acceptance and practice in education. Both students and instructors complain of the lack of personal interaction (Felix, 2001; Oliver, 2000) Despite these disadvantages online instruction does appear to be effective. Although the accounts of research of comp arisons of the academic achievement of online versus traditional students have been sketchy to date, those studies which are available indicate that there is no significant difference in academic achievement between the two groups (McCollum, 1997; Schulman & Sims, 1999). Purpose There have been few studies academic achievement of online students and traditional students in comparable courses. Nor have there been many studies concerning students perceptions of their online experiences. Most of the published results pertain only to post-secondary institutions. The relevance, however, of these results to secondary applications is increasing since the demographics of the typical distance education student seems to be shifting toward younger, full-time students (Robyler, 1999). While there have been two significant studies conducted at the secondary level (Collins, 2001; Robyler) and although some of the findings in post-secondary studies may have significance at the secondary level (CORD, 2001), there is a need for study of online education at the secondary level. Analysis of students academic achievements and perceptions and the perceptions of their parents and teachers regarding online instruction is important to the success and future development of online education at the high school level. Having taught physics in a traditional high school setting for eight years using identical objectives and similar materials and assessments, I felt I had a unique opportunity to compare the two groups of students. In this action research project, I compared the academic achievements of the two groups and examined the perceptions of online students, their parents, and their teachers toward online instruction. Although the study habits, study time and personal motivation of students in both groups could not be monitored, the almost-identical objectives, assignments, assessments and grading rubrics assured a relatively valid and reliable comparison of academic achievement. A double-blind system of responding to and returning survey questions related to the perceptions of students, their parents and their teachers toward online instruction was used to ensure the anonymity of the students, parents, and teachers. The questions I addressed in this study were: How does the academic achievement of students in an online high school physics class compare with the academic achievement of students in traditional, face-to-face high school classes, given the same objectives and similar materials? What are the perceptions of the students in an online course toward their online experience compared to their perceptions of traditional classes in such areas as quality of content, adequacy of explanations, quality/quantity of feedback, and their mastery of objectives? Based on the strengths and weaknesses of online education as perceived by students, parents, and teachers what are the implications for its regular use in the secondary curriculum? Methods All students who participated in the course did so voluntarily. High school physics is not a required course although it is recommended for college preparatory students, especially those who plan to enter a mathematical/scientific/engineering field of study in college. Although there were no specific requirements, it was strongly recommended that students already have taken geometry and algebra. Any other upper level science and math courses were helpful but not required. With only one exception in the online classes and two exceptions in the traditional classes, all students did fulfill these requirements. Based on this, students entered the course with approximately the same general knowledge and background in science and math. While the majority of the students were familiar with the math concepts used, they were not familiar with the physics applications of the math so they basically all started out together.

3 The online students experienced various problems with Internet connections at time and there was the added complication of different holiday schedules for schools in different parts of the country. All in all, however, the classes, both online and traditional, ran relatively smoothly. Setting and Participants For the online group, the setting was cyberspace. Data was collected over a four-semester period during the years of The participants were high school juniors and seniors enrolled in college preparatory curricula. These students voluntarily signed up, via their school, to take the online semester-long physics course. Over four semesters, enrolled students had been in widely diverse economic and cultural school settings, ranging from inner city schools to rural schools to a small, international school in Korea. Unless the students chose to tell me, I did not know their personal ethnic background. The online organization with which I was associated did not mandate specific course objectives. I chose to use the Georgia Quality Core Curriculum (QCC) objectives for secondary physics (QCCs, 1999). Class size ranged from eight to seventeen students per semester, with a majority of male students, ages sixteen to eighteen. Students took this course at varying times during the day and week, depending on their particular school system s schedule. All students had Internet access at school and all of my students had Internet access at home. Students used materials I prepared and placed on the server as well as online and print resources, including secondary and college physics texts. The traditional group was represented by teacher-compiled records collected in classes during the school years from The setting was a rural high school in Southeast Georgia. The area was mainly agricultural and the majority of the families had incomes below the national poverty level. The student population was approximately 60% African-American, 39% Caucasian, and 1% other (mainly Hispanic). Class size ranged from eight to twenty students each year, were majority male, and ranged in age from sixteen to eighteen. The class had a textbook and instructor-prepared materials. Course Topics Comparisons were made of academic grades covering a general review of previously covered material (basic mathematics operations, speed, velocity, and acceleration), and three additional topics (vector manipulations, friction, and torque). The online classes covered the required topics over a four week period. Weekly assignments were opened at the beginning of each week and students had the full week to complete and return them. Traditional classes covered the topics during a two week period (meeting every day at a specific time). Both classes were given time to correct any initial errors and resubmit assignments for additional credit. Data Collection Various assignments and tests were administered at certain points in the course. The material covered between tests and quizzes was the same for both traditional and online classes and the topics covered by assignments were identical. The same assessments were used with only minor adjustments to compensate for a different year and different students (names, years, and popular topics were often used in problems.) Quantitative data collection consisted of scores from 11 graded assignments including quizzes, studentproduced problems, practice problems, questions, and one extra credit assignment (which everyone choose to complete). Assignments for both classes were identical in scope and were graded using similar rubrics and criteria. (All assignments, tests, and grading rubrics are available by contacting the author at lochlynk@hotmail.com.) Topics were introduced and expanded on in the online class by instructor-written information and explanations, then assignments were made, completed and returned by the students, checked, returned to students and any additional explanations were provided. Vectors, one of the week-long unit topics showed the general instructional sequence for the course. The introduction for vectors consisted of 2 separate documents that included definitions, explanations, illustrations, examples, etc. Students first read the introductory material, responded to general questions about vector quantities, then look at several websites with examples and problems. Their graded assignments included (in addition to the general questions) two separate groups of problems to work. Additionally, they were required to create their own problems, post them, and work their classmates problems. These were graded by the students. I checked them and commented as needed.

4 Qualitative data collection instruments consisted of two surveys: one for the current online students and one for their parents and teachers. The student survey included Likert -type questions and open-ended questions designed to elicit students perceptions of the quality of online instruction and the willingness of students to take other online courses. The parent-teacher survey consisted of four open-ended questions concerning perceptions of the success or failure of the course to meet student needs and the willingness of parents and teachers for students to take additional online courses. Procedures Students in the online classes received information and assignments and posted assignments and questions through the server of the online high school organization They were also able to contact me directly through . The student survey and the parent-teacher survey were posted online for the students. The students interviewed parents and teachers, then recorded their responses and their parents and teachers answers in an message and sent it to an administrator with the online organization, who removed any identifying information and forwarded the responses to me. Ethical and Legal Research Practices Ethical guidelines for research practices were followed for all potential participants, including the students, their parents, their teachers and the principals of the involved schools. Additionally, although I had no online students at the high school where I currently teach, I did request and receive permission from my administration to conduct this research. The administration of the online organization was also contacted and granted permission for the research. Analysis and Findings Academic Comparisons In terms of academic achievement, both online and traditional classes produced very similar results. There were a total of 36 students in the online classes over a period of four semesters. There were a total of 80 students in the traditional classes over a period of eight years. The overall mean (X) of the online classes for all assignments was 90.5 while that of the traditional classes was Table 1 Overall Statistics of Both Groups Statistic Online Classes Traditional Classes N (total number of participants) X (mean) Md (median) Mo (mode) Range * S (standard deviation) ** * The actual range in scores for both classes was 0-100, but this included assignments not turned in at all. When these were omitted, the ranges were very similar. The ranges shown are of assignments actually turned in. ** The N-1 formula was used to eliminate bias.

5 Although the online classes had a slightly higher mean (X), this might be accounted for by the fact that the criteria for part icipation in online classes, while varying from school to school, does usually include some type academic standard. Inclusion in the traditional classes was strictly by student choice. Table 2 Comparison of Means (X) for Online Classes and Traditional Classes by Topic TOPIC GROUP MEAN ONLINE CLASSES TRADITIONAL CLASSES Review Vectors Friction Torque Areas of strength and weakness were also very similar. Highest scores for both groups were in the topics of vectors (X(online) = 90.25; X(traditional) = 92.5) and friction (X(online) = 96.0; X(traditional) = 92.75). Lowest scores for both groups were in the area of torque (X(online) = 86.5; X(traditional) = 85.25). Both groups received reinforcement and re -teaching of some parts of torque. Perceptions of Online Students The student survey was administered to the current online class (n = 9) and consisted of 18 Likert-type questions with choices ranging from strongly agree (1), agree (2), disagree (3), to strongly disagree (4). There were also three open-ended questions and two yes -no questions intended to elicit the students perceptions of the quality of online instruction and how it compared to traditional classes. The parent-teacher survey was completed by nine parents and seven teachers and consisted of four open-ended questions. In general, students compared the online course favorably to traditional courses in the areas of quality of content, future value to them, interest appeal, and clarity of instructions and explanations. The majority stated that the instructor provided timely, adequate feedback and additional explanations and information as needed. Most of the students felt that they had mastered the course objectives as well as they would have in a traditional class. The most common strength of online instruction cited by students was a student s ability to work at his/her own pace and in his/her own time and one student commented that having an entire week to do a certain amount of assignments was a big asset. Another student stated that online classes made a nice change from the usual school routine which make the class better and more appealing while one felt that the practice in using a computer and the Internet was the greatest strength of online instruction. The majority of students noted that the lack of personal interaction between student and instructor was the biggest weakness while two indicated that the difficulty in typing out all the necessary symbols and mathematical operations was a weakness (this would be indigenous to most science/math courses). One student stated that Lack of human contact was the only big disadvantage of online instruction. Eight out of nine students stated that they would take another online course (the ninth student wrote that he was graduating so it was not an option for high school for him) and they would recommend online courses to other students. Only two of the surveyed students indicated that they would prefer to take the majority of classes online (one noting the increased flexibility as a major advantage and the other stating that online instruction changed the usual problems in school such as [being] late to class, forget book or pencil and that this type of instruction appeals to my style of learning and understanding ). The remainder of the students stated that they would not prefer to take the majority of their courses online, citing the lack of personal interaction as the reason.

6 Perception of Parents-Teachers of Online Students The parent-teacher survey (n = 16) consisted of four open-ended questions. Responses indicated that all parents and teachers responding felt that the greatest strength of online instruction was the ability of a student to work at his/her own pace, with one parent noting that there is also a large selection and variety of different topics available. Parents indicated that the greatest weakness they perceived was the absence of a teacher actually onsite to immediately answer student questions. Teachers stated that the greatest weakness was that students lacking personal initiative and self-motivation could easily fall behind in the course. Parents indicated that they would like for their student to take other online courses. Teachers commented that a student should take additional online courses only if he/she had the personal motivation and initiative to keep up with the work, with one teacher noting that only those students with sufficient maturity and perseverance should take online courses. Limitations of the Study While these findings are similar to the results of other studies of academic achievement of online students, the biggest limitation here was probably, in addition to the small number of online students, parents and teachers completing the surveys, the course itself. High school physics is not a class all students take or are even interested in. The students who do take this tend to be the more academically motivated and accomplished students. Therefore, these results would not necessarily apply to general high school courses and students. Additionally, while all of the online students except one (whose site coordinator chose not to allow him to participate) participated in the survey (as did their parents and teachers), these students, parents and teachers were probably predisposed to favor online instruction. These students are very self-motivated and tend to be rather independent in their learning styles. Implications and Conclusions I found no difference in the academic achievement of online students and traditional students. In this type of course, a college preparatory course in which participation is strictly voluntary and for which students tend to already be highly academically motivated, the results are probably valid and are transferable to comparable courses. These students felt that online instruction was comparable to traditional instruction in terms of the quality of instruction, interest appeal, and future value to them. These students are already independent learners who are selfmotivated. Online instruction is definitely advantageous for them. They would make sure they got as much out of an online course as a traditional course and would accomplish as much or even more than in a traditional course. While even these students are not yet completely comfortable with this type of instruction (as evidenced by their comments regarding the lack of personal interaction with the instructor), given more exposure to online instruction, many of them would probably come to prefer it to traditional classes (because of their ability to out-pace many students in traditional classes and because of the flexibility of scheduling allowed). Even with this one-time exposure to online instruction, the major felt that the quality and quantity of instruction was comparable to traditional instruction and that they learned as much as they would have in a traditional class. The parents and teachers of these students stated that a student s ability to work at his/her own pace and the flexibility of scheduling offered are definite advantages of online instruction. Teachers, too, cite flexibility and selfpacing as advantages of online instruction. While parents were unanimous in their agreement that they would want their students to take other online courses, teachers qualified this by saying that only highly self-motivated students should take them. A celebration and presentation of the findings of this action research study was scheduled for the end of the term. All stakeholders and interested parties were invited to attend and were given an opportunity to actually participate in some of the assignments from the physics course. Additionally, the attendees were shown a video presentation of the action research project and its results and given printed copies of the results. Given the number of online high schools already in operation and the mandates by federal and state governments for additional technology inclusion in instruction, online instruction will probably become more and more of a norm rather than an exception in education. This study (and others) have found little difference in academic achievement for online and traditional, face-to-face secondary students. This study als o concurs with other research results in finding that students (and parents and teachers) appreciate the flexibility and self-pacing afforded by online instruction. Although these results may be most applicable to highly academically -oriented students, the implications for the future of online instruction at the secondary level is obvious. Additional research in the areas of academic achievement and the perceptions of online students is definitely needed.

7 Online instruction is not some vague, potential instructional tool that may someday impact education. It is here. It is already happening. It will change some of the aspects of traditional education. As an educational strategy which is already changing the face of education, it must be further explored, researched, and considered in the light of today s continually changing and evolving educational processes for our students and for our technology-oriented society. References Collins, J. (2001). Using the Internet as a distance learning tool in selected secondary school areas. Journal of Research on Computing in Education, 33 (4), CORD (online). (2001). Available: Felix, U. (2001). A multivariate analysis of students experience of web-based learning. Australian Journal of Educational Technology, 17 (1), Gnisci, A., Papa, F., & Spedaletti, S. (1999). Usability aspects, socio-relational context and learning performance in the virtual classroom: A laboratory experiment. Behavior & InformationTechnology, 18 (6), High schools online. (2000). H-net: Humanities and Social Sciences Online. Available: Inman, E., Kerwin, M. & Mayes, L. (1999). Instructor and student attitudes toward distance learning. Community College Journal of Research and Practice, 23, Kazmer, M. (2000). Coping in a distance environment: Sitcoms, chocolate cake, and dinner with a friend. First Monday, 5 (9) (online). Available: Lan J. (2001). Web-based instruction for education faculty: A needs assessment. Journal ofresearch on Computing in Education, 33 (4), Lyall, R. & McNamara, S. (2000). Learning tool or potplant stand? Students opinions of learning from a CAL program in a distance education context. Australian Journal of Educational Technology, 16 (2), McCollum, K. (1997). A professor divides his class in two to test value of on-line instruction. Chronicle of Higher Education, 43 (24), A Oliver, M. (2000). Evaluating online teaching and learning. Information Services & Use, 20 (2/3), Quality Core Curriculum Objectives (QCCs). (1999). State of Georgia. Available: Research information and statistics. (2001). United States Distance Learning Association (USDLA) (online). Available: Robyler, M. (1999). Is choice important in distance learning: A study of student motives for taking Internet-based courses at the high school and community college levels. Journal of ResearchOn Computing in Education, 32 (1), Schmidt, S., Shelley, M., Van Wart, M., Clayton, J. & Schreck, E. (2000). The challenges to distance education in an academic social science discipline: The case of political science. EducationPolicy Analysis Archives, 8 (27). ISSN Schulman, A. & Sims, R. (1999). Learning in an online format versus an in-class format. T.H.E. Journal,26 (11),

8 Shaw, D. (2000). The great equalizer. Curriculum Administrator, 36 (2), VHS Student Survey Results. ( ). The Virtual High School. Concord, MA: Concord Consortium.

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