MARKETING EDUCATION: ONLINE VS TRADITIONAL

Size: px
Start display at page:

Download "MARKETING EDUCATION: ONLINE VS TRADITIONAL"

Transcription

1 MARKETING EDUCATION: ONLINE VS TRADITIONAL Smith, David F. Bemidji State University Stephens, Barry K. Bemidji State University ABSTRACT Online higher education eliminates the learning barriers of time and location and allows students worldwide to participate in classes as their schedule permits (Kartha, 2006). As higher education continues to grow in this online environment, there is an increasing need to ensure that the quality of delivery and student success in online education is comparable to the traditional delivery. Also to insure program success, student satisfaction in online classes should equal or exceed the student satisfaction of traditional classes. Previous studies have shown mixed results in comparing performances and satisfaction of online classes with traditional classes. This paper replicates some of those previous studies (Kartha, 2006; Bennett, Padgham, McCarty & Carter, 2007; McFarland & Hamilton, 2005/2006) in order to determine how improvements in technology and teaching techniques compare to those results. The study will compare overall grades and student satisfaction. INTRODUCTION Online higher education eliminates the learning barriers of time and location and allows students worldwide to participate in classes as their schedule permits (Kartha, 2006). Online education has increased 9.7 percent compared to an overall increase in higher education of 1.5 percent. In the fall of 2006, 20 percent of all students in higher education were taking at least one online class (Allen and Seaman, 2007). With the falling economy and high fuel prices, the online percentage should continue to increase. As higher education continues to grow in this online environment, there is an increasing need to ensure that the quality of delivery and student success in online education is comparable to the traditional delivery. Also to insure program success, student satisfaction in online classes should equal or exceed the student satisfaction of traditional classes (Bennett & Padgham, 2007). This study will replicate previous studies in both student performance and satisfaction. The study takes place in a state university in northern Minnesota during the fall semester of 2009 and involves two traditional classes and one online class of Principles of Marketing. All three classes had the same instructor and each group received the same assignments on a weekly basis. The exams were also timed to eliminate any advantage online students might have. The study will compare overall grades and student satisfaction. ASBBS Annual Conference: Las Vegas 810

2 LITERATURE REVIEW Kartha (2006) conducted a study over two semesters of one traditional and one online class of business statistics each semester. The study included both learning outcomes and student satisfaction. There were a total of 64 total students in the two semesters of traditional classes and 38 total students in the online classes. The online students were required to take exams on campus on the same day that the traditional students were tested. Results of the study revealed no significant differences in learning outcomes but a significant difference in satisfaction. The online students were less satisfied with the course. The study assumes that students in online classes are required to be more independent, focused and organized in study habits to be successful (Kartha, 2006). Priluck (2004) compared two Principles of Marketing classes. One of the classes was traditional and the second class was a hybrid between traditional and online. The results of the study revealed no significant difference in scores between the two classes, but the traditional class was significantly more satisfied than the hybrid class. The traditional class believed the course was more effective in developing skills, team building, critical thinking, oral and written communication and social interaction. Bennett, Padgham, McCarty and Carter (2007) studied 498 students taking Principles of Economics, 406 students in traditional classes and 92 students online. Results showed that traditional students performed significantly better on exams in micro economics than did online students; but the online students performed significantly better in macro economics than did the traditional students. Macro economics is less quantitative than micro and researchers believed that is why online students were able to perform better. McFarland and Hamilton (2005/2006) studied senior MIS students over two semesters. The students were split evenly between traditional and online classes and both classes were taught by the same professor. Each class received the same assignments and the same timed online quizzes and exams. Both classes utilized questions and answer time to cover course material with the online students participating in an online chat room. The study focused on both performance and satisfaction and found no significant difference between the two classes in either area. METHODOLOGY The present study was designed to look at whether outcomes achieved in an online marketing principles class are different from outcomes achieved in the same class in a face-to-face environment. One outcome, learning achievement, was measured with scores on a final exam. Another outcome, student satisfaction, was measured with a common course evaluation questionnaire. RESEARCH QUESTIONS Are there differences in the final exam scores between students in an online marketing principles course and a face-to-face course? Are there differences in the level of satisfaction between students in an online marketing principles course and a face-to-face course? Hypotheses H1: There are no differences between the final exam scores of online and face-to-face students. ASBBS Annual Conference: Las Vegas 811

3 H2: There are no differences between the satisfaction scores of online and face-to-face students. The sample for the study consisted of 67 students taking marketing principles face-to-face on campus and 24 students taking the same course remotely via Desire-to-Learn online. The courses were offered simultaneously during the fall semester in All assignments, discussion and exams were identical in the two learning environments. For each chapter, students participated in a discussion and prepared answers to text book based assignments. Students were also tested with three chapter based interim exams. All student work was graded by the course professor. Feedback was provided on returned homework assignments but interim exams were not returned to the students. Data collection consisted of gathering scores on the final exams and course evaluations for each student. In addition, data related to gender and class standing was recorded. Tests were run to see if the demographic characteristics of the two groups matched. Both the gender make up of the groups and class standing were analyzed using a contingency table Chi Squared analysis. The gender analysis suggested that the traditional class was predominately male while the online class was predominantly female. The contingency table analysis confirmed that the two groups were different by gender. Class standing at first glance appeared to be similar. The contingency table analysis showed though that the make-up of the two groups differed. The online students tended to be further along in their college program. A number of assumptions were made as part of the research. First it was assumed that grades represent learning achievement and that course evaluation scores represent student satisfaction. In addition it was assumed that there are no differences in academic preparation between on campus students and remote students. The marketing course is a junior level course so it was assumed that students in either group met the course prerequisites and were equally prepared. There are also a number of limitations with the study. First, the sample is small and represents only one time period. The research was conducted at a small upper Midwest university and included every principles of marketing class offered during the fall semester. The time period was selected out of convenience. This was the only semester in which all marketing principles courses, online and face-to-face, were offered by the same instructor. The results only apply to principles of marketing courses. Other disciplines have different teaching methods and different learning outcomes. As such, other disciplines may find different results should someone choose to replicate the study. RESULTS The mean scores for the final exams were for the face-to-face students and for the online class. The independent samples t-test revealed that the difference between the two means was significant. Hypothesis 1: there are no differences between the final exam scores of online and face-to-face students, is therefore rejected. The mean scores for the course evaluations were for the face-to-face students and for the online class. The independent samples t-test revealed that the difference between the two means was not ASBBS Annual Conference: Las Vegas 812

4 significant. Hypothesis 2; there are no differences between the satisfaction scores of online and face-toface students, is therefore not rejected. CONCLUSION The present study found equal levels of satisfaction among the face-to-face and the online students. This finding is inconsistent with several of the studies cited above. Understanding of student satisfaction in the online environment needs further research. Learning outcomes as measured in the present study were inconsistent with most of the research cited above. Demographics may provide a clue as to why the online students performed better in this study. In the present study 43 percent of the online students were classified as seniors while 18 percent of the face-to-face students had the same classification. Students further along in their education could be expected to outperform students who are not as far along. The assumption about equal preparation, while correct in the strictest sense, may not truly represent how students learn-to-learn as they proceed through college. In addition, class standing does not always represent age. With traditional students class standing very closely approximates a student s age, but in the online environment with its large number of nontraditional students, class standing may not be a good age surrogate. Understanding how age and class standing relate to student performance needs further research. ASBBS Annual Conference: Las Vegas 813

5 References Allen, E. & Seaman, J. (2007). Online Nation: Five Years of Growth in Online Learning. Sloan Consortium, Needham, MA. Bennett, D.S., Padgham, G.L., McCarty, S.C. & Carter, M.S. (2007). Teaching Principles of Economics: Internet vs. traditional classroom instruction. Journal of Economics and Economic Educational Research 8(1): Kartha, C.P Learning business statistics: Online vs. traditional. The Business Review 5(1): McFarland, D. & Hamilton, D. (2005/2006). Factors affecting student performance: Online versus traditional course delivery. Journal of Computer Information Systems 46(2): Priluck, R Web-assisted courses for business education: An examination of two sections of Principles of Marketing. Journal of Marketing Education 26(2): ASBBS Annual Conference: Las Vegas 814

A Comparison of Student Learning Outcomes in Traditional and Online Personal Finance Courses

A Comparison of Student Learning Outcomes in Traditional and Online Personal Finance Courses A Comparison of Student Learning Outcomes in Traditional and Online Personal Finance Courses Eddie J. Ary Associate Professor Frank D. Hickingbotham School of Business Ouachita Baptist University Arkadelphia,

More information

TEACHING PRINCIPLES OF ECONOMICS: INTERNET VS. TRADITIONAL CLASSROOM INSTRUCTION

TEACHING PRINCIPLES OF ECONOMICS: INTERNET VS. TRADITIONAL CLASSROOM INSTRUCTION 21 TEACHING PRINCIPLES OF ECONOMICS: INTERNET VS. TRADITIONAL CLASSROOM INSTRUCTION Doris S. Bennett, Jacksonville State University Gene L. Padgham, Jacksonville State University Cynthia S. McCarty, Jacksonville

More information

Teaching college microeconomics: Online vs. traditional classroom instruction

Teaching college microeconomics: Online vs. traditional classroom instruction Teaching college microeconomics: Online vs. traditional classroom instruction ABSTRACT Cynthia McCarty Jacksonville State University Doris Bennett Jacksonville State University Shawn Carter Jacksonville

More information

A Longitudinal Comparison of Online Versus Traditional Instruction

A Longitudinal Comparison of Online Versus Traditional Instruction A Longitudinal Comparison of Online Versus Traditional Instruction Suzanne C. Wagner Niagara University Niagara University, NY14109 USA scwagner@niagara.edu Sheryl J. Garippo Niagara University Niagara

More information

A Quantitative Hybrid Course Model for Addressing the Online Student Success Gap

A Quantitative Hybrid Course Model for Addressing the Online Student Success Gap A Quantitative Hybrid Model for Addressing the Online Student Success Gap Constance A. Lightner Department of Management, Fayetteville State University, Fayetteville, NC, 28311, e-mail: clightner@uncfsu.edu

More information

Skills versus Concepts: Attendance and Grades in Information Technology Courses

Skills versus Concepts: Attendance and Grades in Information Technology Courses Skills versus Concepts: Attendance and Grades in Information Technology Courses Jollean K. Sinclaire (Corresponding author) Computer & Information Technology, College of Business, Arkansas State University

More information

Success rates of online versus traditional college students

Success rates of online versus traditional college students ABSTRACT Success rates of online versus traditional college students Dawn Wilson Fayetteville State University David Allen Fayetteville State University Are students setting themselves up for failure by

More information

Student Perceptions of Credibility and Enhancing the Integrity of Online Business Courses: A Case Study

Student Perceptions of Credibility and Enhancing the Integrity of Online Business Courses: A Case Study Student Perceptions of Credibility and Enhancing the Integrity of Online Business Courses: A Case Study Michael P. Watters Louis Dawkins Professor of Accounting Henderson State University (corresponding

More information

AN INVESTIGATION OF TRADITIONAL EDUCATION VS. FULLY-ONLINE EDUCATION IN INFORMATION TECHNOLOGY

AN INVESTIGATION OF TRADITIONAL EDUCATION VS. FULLY-ONLINE EDUCATION IN INFORMATION TECHNOLOGY AN INVESTIGATION OF TRADITIONAL EDUCATION VS. FULLY-ONLINE EDUCATION IN INFORMATION TECHNOLOGY Johnathan Yerby Middle Georgia State University Johnathan.Yerby@maconstate.edu Kevin Floyd Middle Georgia

More information

Comparison of Student and Instructor Perceptions of Best Practices in Online Technology Courses

Comparison of Student and Instructor Perceptions of Best Practices in Online Technology Courses Comparison of and Perceptions of Best Practices in Online Technology s David Batts Assistant Professor East Carolina University Greenville, NC USA battsd@ecu.edu Abstract This study investigated the perception

More information

An Introduction to Statistics Course (ECOE 1302) Spring Semester 2011 Chapter 10- TWO-SAMPLE TESTS

An Introduction to Statistics Course (ECOE 1302) Spring Semester 2011 Chapter 10- TWO-SAMPLE TESTS The Islamic University of Gaza Faculty of Commerce Department of Economics and Political Sciences An Introduction to Statistics Course (ECOE 130) Spring Semester 011 Chapter 10- TWO-SAMPLE TESTS Practice

More information

New Approaches to Online Accounting Education

New Approaches to Online Accounting Education New Approaches to Online Accounting Education Mark Myring, Ph.D. Department of Accounting Miller College of Business Ball State University mmyring@bsu.edu 765-285-5100 Jennifer P. Bott, Ph.D., SPHR Department

More information

Assessing Blackboard: Improving Online Instructional Delivery

Assessing Blackboard: Improving Online Instructional Delivery Assessing Blackboard: Improving Online Instructional Delivery Adnan A. Chawdhry chawdhry_a@cup.edu California University of PA Karen Paullet kp1803@online.apus.edu American Public University System Daniel

More information

COMPARING EFFECTIVENESS OF ONLINE AND TRADITIONAL TEACHING USING STUDENTS FINAL GRADES

COMPARING EFFECTIVENESS OF ONLINE AND TRADITIONAL TEACHING USING STUDENTS FINAL GRADES COMPARING EFFECTIVENESS OF ONLINE AND TRADITIONAL TEACHING USING STUDENTS FINAL GRADES Ali Alghazo Department of Workforce Education & Development Southern Illinois University Carbondale Address: 407 E.

More information

You can t teach wildlife and fisheries online, can you?

You can t teach wildlife and fisheries online, can you? You can t teach wildlife and fisheries online, can you? A Comparison of Student Learning and Satisfaction in Two Online and Face-to-Face Courses Melissa Wuellner, David Willis, Gail Tidemann and Denise

More information

Can Web Courses Replace the Classroom in Principles of Microeconomics? By Byron W. Brown and Carl E. Liedholm*

Can Web Courses Replace the Classroom in Principles of Microeconomics? By Byron W. Brown and Carl E. Liedholm* Can Web Courses Replace the Classroom in Principles of Microeconomics? By Byron W. Brown and Carl E. Liedholm* The proliferation of economics courses offered partly or completely on-line (Katz and Becker,

More information

Is it statistically significant? The chi-square test

Is it statistically significant? The chi-square test UAS Conference Series 2013/14 Is it statistically significant? The chi-square test Dr Gosia Turner Student Data Management and Analysis 14 September 2010 Page 1 Why chi-square? Tests whether two categorical

More information

Can Using Individual Online Interactive Activities Enhance Exam Results?

Can Using Individual Online Interactive Activities Enhance Exam Results? Can Using Individual Online Interactive Activities Enhance Exam Results? Dr. Lydia MacKenzie Professional Adjunct Professor College of Continuing Education University of Minnesota St. Paul, Minnesota 55108

More information

Comparatively Assessing The Use Of Blackboard Versus Desire2learn: Faculty Perceptions Of The Online Tools

Comparatively Assessing The Use Of Blackboard Versus Desire2learn: Faculty Perceptions Of The Online Tools Comparatively Assessing The Use Of Blackboard Versus Desire2learn: Faculty Perceptions Of The Online Tools Adnan A. Chawdhry chawdhry_a@cup.edu Business and Economics Department California University of

More information

Achievement and Satisfaction in a Computer-assisted Versus a Traditional Lecturing of an Introductory Statistics Course

Achievement and Satisfaction in a Computer-assisted Versus a Traditional Lecturing of an Introductory Statistics Course Australian Journal of Basic and Applied Sciences, 3(3): 1875-1878, 2009 ISSN 1991-8178 2009, INSInet Publication Achievement and Satisfaction in a Computer-assisted Versus a Traditional Lecturing of an

More information

REFLECTIONS ON ONLINE COURSE DESIGN - QUALITY MATTERS EVALUATION AND STUDENT FEEDBACK: AN EXPLORATORY STUDY

REFLECTIONS ON ONLINE COURSE DESIGN - QUALITY MATTERS EVALUATION AND STUDENT FEEDBACK: AN EXPLORATORY STUDY REFLECTIONS ON ONLINE COURSE DESIGN - QUALITY MATTERS EVALUATION AND STUDENT FEEDBACK: AN EXPLORATORY STUDY Betty Kleen, Nicholls State University, betty.kleen@nicholls.edu Lori Soule, Nicholls State University,

More information

Online, ITV, and Traditional Delivery: Student Characteristics and Success Factors in Business Statistics

Online, ITV, and Traditional Delivery: Student Characteristics and Success Factors in Business Statistics Online, ITV, and Traditional Delivery: Student Characteristics and Success Factors in Business Statistics Douglas P. Dotterweich, East Tennessee State University Carolyn F. Rochelle, East Tennessee State

More information

Student Performance in Traditional vs. Online Format: Evidence from an MBA Level Introductory Economics Class

Student Performance in Traditional vs. Online Format: Evidence from an MBA Level Introductory Economics Class University of Connecticut DigitalCommons@UConn Economics Working Papers Department of Economics 3-1-2007 Student Performance in Traditional vs. Online Format: Evidence from an MBA Level Introductory Economics

More information

UW Colleges Student Motivations and Perceptions About Accelerated Blended Learning. Leanne Doyle

UW Colleges Student Motivations and Perceptions About Accelerated Blended Learning. Leanne Doyle UW Colleges Student Motivations and Perceptions About Accelerated Blended Learning Leanne Doyle Abstract: Nationwide, both online and blended learning enrollments are causing a paradigm shift in higher

More information

Descriptive statistics

Descriptive statistics Descriptive statistics The main objective of this study is to find the degree of effectiveness of social customer relationship management in retaining customers. In addition, we also interested in determining

More information

Attrition in Online and Campus Degree Programs

Attrition in Online and Campus Degree Programs Attrition in Online and Campus Degree Programs Belinda Patterson East Carolina University pattersonb@ecu.edu Cheryl McFadden East Carolina University mcfaddench@ecu.edu Abstract The purpose of this study

More information

Teaching Hybrid Principles Of Finance To Undergraduate Business Students Can It Work? Denise Letterman, Robert Morris University

Teaching Hybrid Principles Of Finance To Undergraduate Business Students Can It Work? Denise Letterman, Robert Morris University Teaching Hybrid Principles Of Finance To Undergraduate Business Students Can It Work? Denise Letterman, Robert Morris University ABSTRACT The purpose of this study was to examine the relationship between

More information

EFL LEARNERS PERCEPTIONS OF USING LMS

EFL LEARNERS PERCEPTIONS OF USING LMS EFL LEARNERS PERCEPTIONS OF USING LMS Assist. Prof. Napaporn Srichanyachon Language Institute, Bangkok University gaynapaporn@hotmail.com ABSTRACT The purpose of this study is to present the views, attitudes,

More information

Virtual Teaching in Higher Education: The New Intellectual Superhighway or Just Another Traffic Jam?

Virtual Teaching in Higher Education: The New Intellectual Superhighway or Just Another Traffic Jam? Virtual Teaching in Higher Education: The New Intellectual Superhighway or Just Another Traffic Jam? Jerald G. Schutte California State University, Northridge email - jschutte@csun.edu Abstract An experimental

More information

A Study of Student Attitudes and Performance in an Online Introductory Business Statistics Class

A Study of Student Attitudes and Performance in an Online Introductory Business Statistics Class A Study of Student Attitudes and Performance in an Online Introductory Business Statistics Class Sue B. Schou Idaho State University ABSTRACT Due to economic constraints, more and more distance education

More information

Quality Measurement and Good Practices in Web-Based Distance Learning:

Quality Measurement and Good Practices in Web-Based Distance Learning: Volume 20, Number 4 - September 2004 through December 2004 Quality Measurement and Good Practices in Web-Based Distance Learning: A Case Study of the Industrial Management Program at Central Missouri State

More information

Shaw University Online Courses FAQ

Shaw University Online Courses FAQ Shaw University Online Courses FAQ General This FAQ addresses questions you might have about taking online courses Q: What is an online course? A: At Shaw, online courses are regular courses delivered

More information

ASSESSMENT PLAN UNDERGRADUATE MAJOR IN POLITICAL SCIENCE. Mission Statement

ASSESSMENT PLAN UNDERGRADUATE MAJOR IN POLITICAL SCIENCE. Mission Statement ASSESSMENT PLAN UNDERGRADUATE MAJOR IN POLITICAL SCIENCE Mission Statement The Department of Political Science aims to provide instruction that enables students completing the major to acquire a college-level

More information

Analysis of the Effectiveness of Online Learning in a Graduate Engineering Math Course

Analysis of the Effectiveness of Online Learning in a Graduate Engineering Math Course The Journal of Interactive Online Learning Volume 1, Number 3, Winter 2003 www.ncolr.org ISSN: 1541-4914 Analysis of the Effectiveness of Online Learning in a Graduate Engineering Math Course Charles L.

More information

Teaching Without a Classroom: Delivering Courses Online

Teaching Without a Classroom: Delivering Courses Online Teaching Without a Classroom: Delivering Courses Online Gary McDonald, Professor Department of Computer Science and Information Systems Northwest Missouri State University gary@mail.nwmissouri.edu Merry

More information

The Effects Of Unannounced Quizzes On Student Performance: Further Evidence Felix U. Kamuche, (E-mail: fkamuche@morehouse.edu), Morehouse College

The Effects Of Unannounced Quizzes On Student Performance: Further Evidence Felix U. Kamuche, (E-mail: fkamuche@morehouse.edu), Morehouse College The Effects Of Unannounced Quizzes On Student Performance: Further Evidence Felix U. Kamuche, (E-mail: fkamuche@morehouse.edu), Morehouse College ABSTRACT This study explores the impact of unannounced

More information

Assessing the quality of online courses from the students' perspective

Assessing the quality of online courses from the students' perspective Internet and Higher Education 9 (2006) 107 115 Assessing the quality of online courses from the students' perspective Andria Young, Chari Norgard 1 University of Houston-Victoria, 3007 N. Ben Wilson, Victoria,

More information

Effectiveness of Online Instruction

Effectiveness of Online Instruction Effectiveness of Online Instruction Delar K. Singh, Ph.D. Associate Professor Department of Education Eastern Connecticut State University Willimantic, CT 06226 E-mail: singhd@easternct.edu Paper presented

More information

Formative Evaluations in Online Classes. course improvements is also increasing. However, there is not general agreement on the best

Formative Evaluations in Online Classes. course improvements is also increasing. However, there is not general agreement on the best The Journal of Educators Online-JEO January 2016 ISSN 1547-500X Vol 13 Number 1 1 Formative Evaluations in Online Classes Jennifer L. Peterson, Illinois State University, Normal, IL., USA Abstract Online

More information

NRMERA 2011 Distinguished Paper. Instructors Perceptions of Community and Engagement in Online Courses

NRMERA 2011 Distinguished Paper. Instructors Perceptions of Community and Engagement in Online Courses Kennedy, A., Young, S., & Bruce, M. A. (2012). Instructors perceptions of community and engagement in online courses. The Researcher, 24(2), 74-81. NRMERA 2011 Distinguished Paper Instructors Perceptions

More information

Joseph Cavanaugh Wright State University - LC. Abstract

Joseph Cavanaugh Wright State University - LC. Abstract Practical strategies for reducing the time spent teaching economics online Joseph Cavanaugh Wright State University - LC Abstract Although the online teaching format continues to grow in popularity, faculty

More information

Using Classroom Community to Achieve Gender Equity in Online and Face-to-Face Graduate Classes

Using Classroom Community to Achieve Gender Equity in Online and Face-to-Face Graduate Classes Advancing Women in Leadership Vol. 31, pp. 213-222, 2011 Available online at http://advancingwomen.com/awl/awl_wordpress/ ISSN 1093-7099 Full Length Research Paper Using Classroom Community to Achieve

More information

The Two Worlds of Adult MBA Education: Online v. Traditional Courses in Student Background and Performance

The Two Worlds of Adult MBA Education: Online v. Traditional Courses in Student Background and Performance Paper presented at the Adult Higher Education Alliance Conference The Future of Adult Higher Education: Principles, Contexts and Practices The Two Worlds of Adult MBA Education: Online v. Traditional Courses

More information

Comparison of Student Performance in an Online with traditional Based Entry Level Engineering Course

Comparison of Student Performance in an Online with traditional Based Entry Level Engineering Course Comparison of Student Performance in an Online with traditional Based Entry Level Engineering Course Ismail I. Orabi, Ph.D. Professor of Mechanical Engineering School of Engineering and Applied Sciences

More information

An exploratory study of student motivations for taking online courses and learning outcomes

An exploratory study of student motivations for taking online courses and learning outcomes An exploratory study of student motivations for taking online courses and learning outcomes ABSTRACT Sarath A. Nonis Arkansas State University Grant H. Fenner Arkansas State University An investigation

More information

WHERE ARE WE NOW?: A REPORT ON THE EFFECTIVENESS OF USING AN ONLINE LEARNING SYSTEM TO ENHANCE A DEVELOPMENTAL MATHEMATICS COURSE.

WHERE ARE WE NOW?: A REPORT ON THE EFFECTIVENESS OF USING AN ONLINE LEARNING SYSTEM TO ENHANCE A DEVELOPMENTAL MATHEMATICS COURSE. WHERE ARE WE NOW?: A REPORT ON THE EFFECTIVENESS OF USING AN ONLINE LEARNING SYSTEM TO ENHANCE A DEVELOPMENTAL MATHEMATICS COURSE Alvina Atkinson Georgia Gwinnett College 1000 University Center Lane Lawrenceville,

More information

Running Head: COMPARISON OF ONLINE STUDENTS TO TRADITIONAL 1. The Comparison of Online Students Education to the

Running Head: COMPARISON OF ONLINE STUDENTS TO TRADITIONAL 1. The Comparison of Online Students Education to the Running Head: COMPARISON OF ONLINE STUDENTS TO TRADITIONAL 1 The Comparison of Online Students Education to the Traditional Students of Classroom Education Brent Alan Neumeier The University of Arkansas

More information

Comparison of Course Completion and Student Performance through Online and Traditional Courses

Comparison of Course Completion and Student Performance through Online and Traditional Courses Comparison of Course Completion and Student Performance through Online and Traditional Courses S A) in OnlineCourses Wayne Atchley 1, Gary Wingenbach 2, and Cindy Akers 3 1 Tarleton State University, USA,

More information

Factors Influencing Students Success in an Online Statistics Course at College-level

Factors Influencing Students Success in an Online Statistics Course at College-level Factors Influencing Students Success in an Online Statistics Course at College-level R. Indika P. Wickramasinghe, PhD., Abstract Studies about students performance in a class are very important to an instructor,

More information

Introduction to Analysis of Variance (ANOVA) Limitations of the t-test

Introduction to Analysis of Variance (ANOVA) Limitations of the t-test Introduction to Analysis of Variance (ANOVA) The Structural Model, The Summary Table, and the One- Way ANOVA Limitations of the t-test Although the t-test is commonly used, it has limitations Can only

More information

Student Engagement Strategies in One Online Engineering and Technology Course

Student Engagement Strategies in One Online Engineering and Technology Course Paper ID #7674 Student Engagement Strategies in One Online Engineering and Technology Course Dr. Julie M Little-Wiles, Purdue School of Engineering and Technology, IUPUI Dr. Julie Little-Wiles is a Visiting

More information

Teaching a Blended Supply Chain Management Course to Marketing Majors

Teaching a Blended Supply Chain Management Course to Marketing Majors Atlantic Marketing Journal Volume 3 Issue 2 Innovations in Teaching Article 6 2014 Teaching a Blended Supply Chain Management Course to Marketing Majors Ahren Johnston Missouri State University, ahrenjohnston@missouristate.edu

More information

A Comparison of Course Delivery Methods: An Exercise in Experimental Economics

A Comparison of Course Delivery Methods: An Exercise in Experimental Economics JOURNAL OF ECONOMICS AND FINANCE EDUCATION Volume 7 Number 1 Summer 2008 21 A Comparison of Course Delivery Methods: An Exercise in Experimental Economics Roy Howsen and Stephen Lile 1 ABSTRACT This paper

More information

Acceptability of Online Degrees As Criteria for Admission to Graduate Programs

Acceptability of Online Degrees As Criteria for Admission to Graduate Programs ACCEPTABILITY OF ONLINE BACHELOR'S DEGREES Journal of Computing in Higher Education Fall 2004 Vol. 16(1), 150-163. Acceptability of Online Degrees As Criteria for Admission to Graduate Programs Margaret

More information

Determinants of Success in Economics Principles: Online vs. Face-to-Face Courses 1

Determinants of Success in Economics Principles: Online vs. Face-to-Face Courses 1 Perspectives on Economic Education Research 9(1) 86-99 Journal homepage: www.isu.edu/peer/ Determinants of Success in Economics Principles: Online vs. Face-to-Face Courses 1 David Switzer a,2, Kenneth

More information

The International College Teaching Methods & Styles Journal Volume 1, Number 3. Abstract

The International College Teaching Methods & Styles Journal Volume 1, Number 3. Abstract Comparing Student Performance, Attitudes and Preferences in an Introduction to Business Course: Online, Hybrid and Traditional Delivery Methods Who Makes the A Grade? Daniel Gutierrez, (E-mail: dgutierrez@valenciacc.edu)

More information

ARE ONLINE COURSES CANNIBALIZING STUDENTS FROM EXISTING COURSES?

ARE ONLINE COURSES CANNIBALIZING STUDENTS FROM EXISTING COURSES? ARE ONLINE COURSES CANNIBALIZING STUDENTS FROM EXISTING COURSES? Joseph K. Cavanaugh Department of Business Wright State University, Lake Campus ABSTRACT One of the reasons most often cited for the increasing

More information

Student Performance Online Vs. Onground: A Statistical Analysis of IS Courses

Student Performance Online Vs. Onground: A Statistical Analysis of IS Courses Student Performance Vs. : A Statistical Analysis of IS Courses Gary Ury garyury@mail.nwmissouri.edu Merry McDonald merry@mail.nwmissouri.edu Gary McDonald gary@mail.nwmissouri.edu Computer Science/Information

More information

Technological Tools to Learn and Teach Mathematics and Statistics

Technological Tools to Learn and Teach Mathematics and Statistics IMACST: VOLUME 3 NUMBER 1 FEBRUARY 212 61 Technological Tools to Learn and Teach Mathematics and Statistics Abstract: Mujo Mesanovic American University of Sharjah, mmesanovic@aus.edu The blended learning

More information

Identifying Stakeholder Needs within Online Education. Abstract

Identifying Stakeholder Needs within Online Education. Abstract Bozkurt Identifying Stakeholder Needs 1 Identifying Stakeholder Needs within Online Education Dr. Ipek Bozkurt Assistant Professor Engineering Management Programs School of Science and Computer Engineering

More information

Training for faculty who teach online

Training for faculty who teach online Training for faculty who teach online David Batts Leslie Pagliari William Mallett Cheryl McFadden Dr. Batts is an Assistant Professor in the College of Technology and Computer Science at East Carolina

More information

Predictors of student preference for online courses

Predictors of student preference for online courses VOLUME 2, NUMBER 1, 2013 Predictors of student preference for online courses Louis Charles Glover, EdD The University of Tennessee at Martin Veronica Evans Lewis, PhD The University of Louisiana at Monroe

More information

Title of the submission: A Modest Experiment Comparing Graduate Social Work Classes, on-campus and at A Distance

Title of the submission: A Modest Experiment Comparing Graduate Social Work Classes, on-campus and at A Distance Title of the submission: A Modest Experiment Comparing Graduate Social Work Classes, on-campus and at A Distance Topic area of the submission: Distance Education Presentation format: Paper Names of the

More information

Michael P. Watters Henderson State University. Paul J. Jep Robertson University of Texas-Brownsville. Renae K. Clark Henderson State University

Michael P. Watters Henderson State University. Paul J. Jep Robertson University of Texas-Brownsville. Renae K. Clark Henderson State University ABSTRACT Student perceptions of cheating in online business courses Michael P. Watters Henderson State University Paul J. Jep Robertson University of Texas-Brownsville Renae K. Clark Henderson State University

More information

A Ten-Year Comparison of Outcomes and Persistence Rates In Online Versus Face-to-Face Courses

A Ten-Year Comparison of Outcomes and Persistence Rates In Online Versus Face-to-Face Courses A Ten-Year Comparison of Outcomes and Persistence Rates In Online Versus Face-to-Face Courses By Faruk Tanyel and Jan Griffin Peer Reviewed Faruk Tanyel ftanyel@uscupstate.edu is a Professor of Marketing,

More information

FAU Faculty Survey for Distance Learning Online Courses, Summer Office Hours 2014 Results Summary and Recommendations

FAU Faculty Survey for Distance Learning Online Courses, Summer Office Hours 2014 Results Summary and Recommendations FAU Faculty Survey for Distance Learning Online Courses, Summer Office Hours 2014 Results Summary and Recommendations Background Over the past several years, FAU has invested substantial financial and

More information

Predicting Successful Completion of the Nursing Program: An Analysis of Prerequisites and Demographic Variables

Predicting Successful Completion of the Nursing Program: An Analysis of Prerequisites and Demographic Variables Predicting Successful Completion of the Nursing Program: An Analysis of Prerequisites and Demographic Variables Introduction In the summer of 2002, a research study commissioned by the Center for Student

More information

An Analysis of how Proctoring Exams in Online Mathematics Offerings Affects Student Learning and Course Integrity

An Analysis of how Proctoring Exams in Online Mathematics Offerings Affects Student Learning and Course Integrity An Analysis of how Proctoring Exams in Online Mathematics Offerings Affects Student Learning and Course Integrity Introduction Reliable assessment is central to education and educational institutions for

More information

Students Perception Toward the Use of Blackboard as a Course. Delivery Method. By Dr. Ibtesam Al mashaqbeh

Students Perception Toward the Use of Blackboard as a Course. Delivery Method. By Dr. Ibtesam Al mashaqbeh Students Perception Toward the Use of Blackboard as a Course Delivery Method. By Dr. Ibtesam Al mashaqbeh Abstract: The aim of this study was to investigate students perception toward the use of blackboard

More information

Emese Ivan. Teaching Sports Economics through Technology

Emese Ivan. Teaching Sports Economics through Technology Emese Ivan St John s University, Queens NY, USA Teaching Sports Economics through Technology Abstract: Although still in infancy, the use of the internet as a means of teaching college courses including

More information

Comparing AACSB Faculty and Student Online Learning Experiences: Changes between 2000 and 2006

Comparing AACSB Faculty and Student Online Learning Experiences: Changes between 2000 and 2006 Comparing AACSB Faculty and Student Online Learning Experiences: Changes between 2000 and 2006 Melody W. Alexander, Ball State University Heidi Perreault, Missouri State University Jensen J. Zhao, Ball

More information

Examining Students Performance and Attitudes Towards the Use of Information Technology in a Virtual and Conventional Setting

Examining Students Performance and Attitudes Towards the Use of Information Technology in a Virtual and Conventional Setting The Journal of Interactive Online Learning Volume 2, Number 3, Winter 2004 www.ncolr.org ISSN: 1541-4914 Examining Students Performance and Attitudes Towards the Use of Information Technology in a Virtual

More information

OBJECTS-FIRST VS. STRUCTURES-FIRST APPROACHES TO OO PROGRAMMING EDUCATION: AN EMPIRICAL STUDY

OBJECTS-FIRST VS. STRUCTURES-FIRST APPROACHES TO OO PROGRAMMING EDUCATION: AN EMPIRICAL STUDY page 244 OBJECTS-FIRST VS. STRUCTURES-FIRST APPROACHES TO OO PROGRAMMING EDUCATION: AN EMPIRICAL STUDY Richard A. Johnson, Missouri State University Duane R. Moses, Missouri State University RichardJohnson@MissouriState.edu

More information

STAT 121 Hybrid SUMMER 2014 Introduction to Statistics for the Social Sciences Session I: May 27 th July 3 rd

STAT 121 Hybrid SUMMER 2014 Introduction to Statistics for the Social Sciences Session I: May 27 th July 3 rd STAT 121 Hybrid SUMMER 2014 Introduction to Statistics for the Social Sciences Session I: May 27 th July 3 rd Instructor: Ms. Bonnie Kegan EMAIL: bkegan1@umbc.edu Contact Numbers: Mobile Phone: 410 507

More information

Faculty and Student Perceptions of Online Learning in Engineering Education

Faculty and Student Perceptions of Online Learning in Engineering Education Faculty and Student Perceptions of Online Learning in Engineering Education Abstract The number of distance education programs at the university level has been rapidly growing. Studies have shown that

More information

STUDENT PERCEPTIONS OF INSTRUCTOR INTERACTION IN THE ONLINE ENVIRONMENT

STUDENT PERCEPTIONS OF INSTRUCTOR INTERACTION IN THE ONLINE ENVIRONMENT STUDENT PERCEPTIONS OF INSTRUCTOR INTERACTION IN THE ONLINE ENVIRONMENT Michelle Kilburn, Ed.D. Southeast Missouri State University Assistant Professor, Criminal Justice & Sociology mkilburn@semo.edu Abstract

More information

Texas Wesleyan University Policy Title: Distance Education Policy

Texas Wesleyan University Policy Title: Distance Education Policy Texas Wesleyan University Policy Title: Distance Education Policy Policy Statement Texas Wesleyan University recognizes the goal of distance education is to increase accessibility to learning by providing

More information

SYNCHRONOUS (LIVE) CLASS SESSIONS IN ONLINE ACCOUNTING COURSES

SYNCHRONOUS (LIVE) CLASS SESSIONS IN ONLINE ACCOUNTING COURSES SYNCHRONOUS (LIVE) CLASS SESSIONS IN ONLINE ACCOUNTING COURSES by Consolacion L. Fajardo, DPA Professor of Accounting, National University, California, USA E-mail addresss: cfajardo@nu.edu Phone No.: 916-855-4137

More information

Internet classes are being seen more and more as

Internet classes are being seen more and more as Internet Approach versus Lecture and Lab-Based Approach Blackwell Oxford, TEST Teaching 0141-982X Journal Original XXXXXXXXX 2008 The compilation UK Articles Statistics Publishing Authors Ltd 2008 Teaching

More information

NORTHERN VIRGINIA COMMUNITY COLLEGE PSYCHOLOGY 211 - RESEARCH METHODOLOGY FOR THE BEHAVIORAL SCIENCES Dr. Rosalyn M.

NORTHERN VIRGINIA COMMUNITY COLLEGE PSYCHOLOGY 211 - RESEARCH METHODOLOGY FOR THE BEHAVIORAL SCIENCES Dr. Rosalyn M. NORTHERN VIRGINIA COMMUNITY COLLEGE PSYCHOLOGY 211 - RESEARCH METHODOLOGY FOR THE BEHAVIORAL SCIENCES Dr. Rosalyn M. King, Professor DETAILED TOPICAL OVERVIEW AND WORKING SYLLABUS CLASS 1: INTRODUCTIONS

More information

College Teaching Styles by Gender

College Teaching Styles by Gender Styles by Gender 1 College Teaching Styles by Gender Gene H. Starbuck, Ph.D. Department of Social and Behavioral Sciences Mesa State College 1100 North Avenue Grand Junction, CO 81501 starbuck@mesastate.edu

More information

JUST HOW GOOD IS THAT ONLINE OR BLENDED BUSINESS PROGRAM COMPARED TO A TRADITIONAL CAMPUS-BASED PROGRAM?

JUST HOW GOOD IS THAT ONLINE OR BLENDED BUSINESS PROGRAM COMPARED TO A TRADITIONAL CAMPUS-BASED PROGRAM? JUST HOW GOOD IS THAT ONLINE OR BLENDED BUSINESS PROGRAM COMPARED TO A TRADITIONAL CAMPUS-BASED PROGRAM? J E S S I C A S E D E R S & O L I N O. O E D E K O V E N, P H. D. A STATISTICAL COMPARISON OF EXAM

More information

Length of Online Course and Student Satisfaction, Perceived Learning, and Academic Performance

Length of Online Course and Student Satisfaction, Perceived Learning, and Academic Performance International Review of Research in Open and Distance Learning ISSN: 1492-3831 Volume 11, Number 2. May 2010 Length of Online Course and Student Satisfaction, Perceived Learning, and Academic Performance

More information

Issues in Information Systems Volume 13, Issue 2, pp. 302-310, 2012

Issues in Information Systems Volume 13, Issue 2, pp. 302-310, 2012 ASSESSING THE FACULTY AND STUDENTS PERCEPTIONS OF DESIRE2LEARN AND BLACKBOARD Adnan Chawdhry, California University of PA, chawdhry_a@calu.edu Karen Paullet, merican Public University System, kp1803@online.apus.edu

More information

Independent t- Test (Comparing Two Means)

Independent t- Test (Comparing Two Means) Independent t- Test (Comparing Two Means) The objectives of this lesson are to learn: the definition/purpose of independent t-test when to use the independent t-test the use of SPSS to complete an independent

More information

A QUALITATIVE ANALYSIS OF STUDENT ADVICE FROM ONLINE QUANTITATIVE MBA COURSES

A QUALITATIVE ANALYSIS OF STUDENT ADVICE FROM ONLINE QUANTITATIVE MBA COURSES SBAJ: Volume 11 Number 1 (Spring 2011) Pages 1-11 A QUALITATIVE ANALYSIS OF STUDENT ADVICE FROM ONLINE QUANTITATIVE MBA COURSES Blake A. Frank, University of Dallas, Irving, TX Robert J. Walsh, University

More information

Alternate Forms of Course Delivery

Alternate Forms of Course Delivery Alternate Forms of Course Delivery Helen M. Roberts AMS Workshop for Department Chairs and Leaders January 3, 2012 Important questions for different modes of delivery What are the pros and cons? Do these

More information

Should Graduate Mathematics Courses Be Taught Fully Online?

Should Graduate Mathematics Courses Be Taught Fully Online? Should Graduate Mathematics Courses Be Taught Fully Online? Raid Amin and Kuiyuan Li ramin@uwf.edu kli@uwf.edu Department of Mathematics and Statistics The University of West Florida Pensacola, FL 32514

More information

Does the Choice of Introductory Corporate Finance Textbook Affect Student Performance?

Does the Choice of Introductory Corporate Finance Textbook Affect Student Performance? Does the Choice of Introductory Corporate Finance Textbook Affect Student Performance? Chien-Chih Peng Morehead State University I examine whether the choice of a more readable introductory corporate finance

More information

Research Proposal: Evaluating the Effectiveness of Online Learning as. Opposed to Traditional Classroom Delivered Instruction. Mark R.

Research Proposal: Evaluating the Effectiveness of Online Learning as. Opposed to Traditional Classroom Delivered Instruction. Mark R. 1 Running head: Effectiveness of Online Learning Research Proposal: Evaluating the Effectiveness of Online Learning as Opposed to Traditional Classroom Delivered Instruction Mark R. Domenic University

More information

Multi-Course Comparison of Traditional versus Web-based Course Delivery Systems

Multi-Course Comparison of Traditional versus Web-based Course Delivery Systems Multi-Course Comparison of Traditional versus Web-based Course Delivery Systems J. Michael Weber, Mercer University Ron Lennon, Barry University Abstract The purpose of this paper is to measure and compare

More information

MIS 4343.010 Systems Analysis & Design

MIS 4343.010 Systems Analysis & Design MIS 4343.010 Systems Analysis & Design Course Description/Overview Provides an understanding of the system development and modification process. Emphasizes the factors for effective communication and integration

More information

MASTER COURSE SYLLABUS-PROTOTYPE PSYCHOLOGY 2317 STATISTICAL METHODS FOR THE BEHAVIORAL SCIENCES

MASTER COURSE SYLLABUS-PROTOTYPE PSYCHOLOGY 2317 STATISTICAL METHODS FOR THE BEHAVIORAL SCIENCES MASTER COURSE SYLLABUS-PROTOTYPE THE PSYCHOLOGY DEPARTMENT VALUES ACADEMIC FREEDOM AND THUS OFFERS THIS MASTER SYLLABUS-PROTOTYPE ONLY AS A GUIDE. THE INSTRUCTORS ARE FREE TO ADAPT THEIR COURSE SYLLABI

More information

The Journal of Applied Business Research Volume 18, Number 2

The Journal of Applied Business Research Volume 18, Number 2 Assessment Of Student Performance And Attitudes For Courses Taught Online Versus Onsite Michael C. Campbell, (email: mcampbell@msubillings.edu), Montana State University Joe Floyd (email: jfloyd@msu-b.edu),

More information

Теорія та методика управління освітою, 7, 2011 р.

Теорія та методика управління освітою, 7, 2011 р. Dr. John Johnson Walden University (США) THE ROLE OF ONLINE LEARNING IN THE SYSTEM OF HIGHER EDUCATION: CASE STUDY OF THE UNITED STATES Technological progress impacted higher education in the US. Over

More information

Redesigned College Algebra. Southeast Missouri State University Ann Schnurbusch

Redesigned College Algebra. Southeast Missouri State University Ann Schnurbusch Redesigned College Algebra Southeast Missouri State University Ann Schnurbusch Why redesign the course? Developmental courses previously redesigned College Algebra already in transition High failure rate

More information

Assessing Face to Face and Online Course Delivery using Student Learning Outcomes

Assessing Face to Face and Online Course Delivery using Student Learning Outcomes Assessing Face to Face and Online Course Delivery using Student Learning Outcomes Aditya Sharma asharma@nccu.edu Beverly Bryant bbryant@nccu.edu Marianne Murphy mmurphy@nccu.edu School of Business North

More information

A hybrid model for apprenticeship education through a partnership between Sault College and Durham College

A hybrid model for apprenticeship education through a partnership between Sault College and Durham College A hybrid model for apprenticeship education through a partnership between Sault College and Durham College Opportunity Durham College in Oshawa established a partnership with Sault College in Sault Ste

More information

HOW DO ONLINE STUDENTS DIFFER FROM LECTURE STUDENTS?

HOW DO ONLINE STUDENTS DIFFER FROM LECTURE STUDENTS? HOW DO ONLINE STUDENTS DIFFER FROM LECTURE STUDENTS? John Dutton College of Management North Carolina State University PO Box Dutton 7229 Raleigh, NC 27695-7229 Phone: 919-515-6948 Fax: 919-515-6943 Email:

More information