TEACHING 2 : Comparing the Effectiveness of Classroom and Online Learning: Teaching Research Methods
Title and Identity :
Anna Ya Ni California State University–San Bernardino
Comparing the Effectiveness of Classroom and Online Learning: Teaching Research Methods
Review :
By comparing student performance measures and assessments of learning experience from both online and traditional sections of a required graduate public administration research methods course taught by the same instructor, this paper provides evidence that student performance as measured by grade is independent of the mode of instruction. Persistence in an online environment may be more challenging in research methods classes than in other public administration classes. online enrollment rates are expanding at much faster rates than traditional classroom enrollment growth; specifically, in higher education. This research explores the key issues of online, as compared to classroom, learning and compares the major dimensions of learning effectiveness of the two cases. This study focuses on the multi section experience of one instructor in a research methods course in a public administration program. An important component of classroom learning is the social and communicative interactions between student and teacher, and student and student. Student-to-instructor and student-to-student interactions are important elements in the design of a Web-based course because learners can experience a “sense of community,” enjoy mutual interdependence, build a “sense of trust,” and have shared goals and values. The purpose of this study is to compare student performance in online and face-to-face classes in terms of interaction and efficacy in a public administration class. This study uses student performance records from the six classes as well as student survey responses from two (one online and one face-to-face) of the six classes. Students’ participation in the survey was anonymous and voluntary. To compare the effectiveness of interaction, the online students also were asked to evaluate the different aspects of interaction as compared to their previous classroom experience. Although most of them perceived no change regarding the different aspects of interaction and learning experience, more students concluded that the online experience was better than that of the traditional classroom instruction. Given that knowledge of online learning effectiveness in public administration education is very limited, this research intends to explore the critical issues related to online learning effectiveness rather than to provide strong empirical evidence supporting theoretical arguments. The findings have several implications for student learning, course development, and curriculum design. Online interaction can be used to enhance learning, especially for students who tend to be reserved in the classroom setting. This approach, in turn, will contribute to the training of online instructors in methods and the designing of educational support programs that allow students to succeed in the online environment.
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