Abstract
AbstractWith the gradual shift to online education models that has taken place in recent decades, research has sought to understand the nuances of student performance in an online model in comparison to more traditional in-person modalities. However, the effects of instructional modality have been difficult to determine given the many variables that exist in course design between these methods. In this study, we attempt to determine the efficacy of asynchronous online instruction by comparing two nearly equivalent courses. The first course was a flipped classroom, a recent and well-studied hybrid model of instruction. The second was an asynchronous fully online course that contained all the same instructional elements as the in-person course but lacked any student or instructor interaction. Student performance was tracked at both a highly-selective private institution and an open-enrollment public institution. Results show that students’ performance drops in an asynchronous online course compared to an equivalent in-person experience. Several potential hypotheses are put forth to explain a change in performance that can potentially shape the design of online instruction.
Publisher
Springer Science and Business Media LLC
Subject
General Engineering,Education
Reference46 articles.
1. Abeysekera, L., & Dawson, P. (2014). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1–14. https://doi.org/10.1080/07294360.2014.934336
2. Allen, I. E., & Seaman, J. (2015). Grade level: Tracking online education in the United States. Babson Survey Research Group.
3. Aslanian, C. B., & Clinefelter, D. L. (2013). Online college students 2013: Comprehensive data on demands and preferences. The Learning House, Inc.
4. Bandura, A. (1985). Model of causality in social learning theory. In M. J. Mahoney & A. Freeman (Eds.), Cognition and psychotherapy (pp. 81–99). Springer.
5. Barak, M., Hussein-Farraj, R., & Dori, Y. J. (2016). On-campus or online: Examining self-regulation and cognitive transfer skills in different learning settings. International Journal of Educational Technology in Higher Education, 13(1), 35–52. https://doi.org/10.1186/s41239-016-0035-9
Cited by
3 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献