How does online learning affect students’ academic performance?
online learning affect students has been changing the face of the education system for quite some time now. Today, it is an integral aspect and a popular tool in the wider landscape of higher education.
In addition to providing an alternative way of learning in the digital age, online courses offer adults and working professionals the opportunity to learn new skills or enhance existing skills.
The flexible and interactive nature of online learning makes it highly effective in career advancement, increasing
the employability of many students and better preparing faculty members to work in the digital age. Some might argue that it is better than classroom-based learning.
Inevitably, this begs the question: How can 10 lines about online learning improve academic performance? The quest to find out how much the COVID-19 pandemic has affected college-level education, at least not so much
so that colleges and universities can address any potential shock to students. It faced hopes of returning to a more “normal” learning environment this fall.
With that goal in mind, more researchers will probably try to follow the lead of economists at Auburn University, the University of Southern Mississippi and American University,
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who published a working paper
who published a working paper this week via the National Bureau of Economic Research in which they use one.
A large-scale data set from a public research university to compare how studies affected students’ course completion rates and grades in person and online before and after the pandemic How fast do huskies grow
They find that when accounting for some of the differences in student and instructor traits, students in face-to-face courses “performed better than their online counterparts with respect to their grades,
with a tendency to deviate from the curriculum.” , and the grade likely to pass.”
The researchers say their findings are stable before and after the pandemic hit in spring 2020.
pandemic forced most universities to switch almost exclusively to an online
Even before the SARS-CoV-2 (COVID-19) pandemic forced most universities to switch almost exclusively to an online instructional modality, online courses became increasingly popular.
The latest data from the National Center for Education Statistics Integrated Postsecondary Education Data System (IPEDS, 2021)
shows that more than 6.9 million students, or 35.3% of students in the United States, were enrolled in online college classes in the fall of 2018.
The asynchronous online instructional modality allows students to work remotely at their own pace, thus providing a great alternative to face-to-face (F2F) instruction. It essentially removes the time and space constraints from traditional on-campus programs (Swart et al., 2020).
Online courses are becoming increasingly popular
While online courses are becoming increasingly popular, not all students thrive in this environment. Asynchronous online courses require students to be self-disciplined and organized to successfully complete their coursework within the stipulated time frame.
Some students may not have the necessary discipline to regulate their progress in online classes, which can affect their academic performance. In fact, Oh and Reeves (2014) determined that students’ lack of self-regulation significantly affects academic outcomes.
This can be especially true for traditional students who typically enroll in F2F classes, yet occasionally choose to take an online class. In our data set, as described in Wakeling et al.(2018),
online and F2F sections follow the same instructor-regulated
All online and F2F sections follow the same instructor-regulated learning format. Under this format, instructors set a schedule through which students’ progress, usually organized as a linear series of individual assessments, is measured.
This group of students is a sample of the general student population.
It is very diverse and is representative of all the majors on all campuses. In the 2018-2019 academic years, students had the option of enrolling in F2F classes or online sections administered asynchronously through the Learning Management System.
F2F or online classes of students in our data
Whether F2F or online, all 42 classes of students in our data set pass matriculation under the same university admissions standards and are registered during open enrollment (Wackling et al., 2018).
Our intention in this letter is twofold. We first use hypothesis testing to initially examine whether there is a statistical difference between the total grade averages of
the F2F and online sections by comparing the means of the grade class completed final courses.
We then rely on regression analysis to examine how various student characteristics such as age, gender, major, semester choice,
prior GPA affect final course completion grades in both instructional modalities.
For example, compared to instructors used in in-person and face-to-face courses (including instructors who teach in both modalities),
“their perception … regardless that the course is F2F or online,” and that any difference in results “must be due to the framework,”
the strong influence of instructor training in an online course
Adair said via email. “What is critically missing is the strong influence of instructor training in online course design and online learning
(or lack of these things) that can account for the differences…
Students may be responsible for results in F2F versus online, particularly the way the institution does or does not support
online education.” And attributing the difference in grades in online and in-person courses to “a lapse of the instructor’s generosity and academic integrity
in the online course” does not objectively, and often sound, account for differences in the two modalities.
“Well-designed online courses can have an entirely different type of assessment
than their face-to-face counterpart – replacing midterm/final exams with authentic assessments,” Adair said”
I should also point out that remote proctoring will not be required for well-designed courses that use normative assessment instead of midterm and final tests.
Cheating is a non-issue in this sense
Cheating is a non-issue in this sense. Instead, the authors believe that remote proctoring is lacking because instructors are becoming less vigilant
about fraud and not because they are using better research-informed assessment practices.”
“But it’s not about COVID, it’s about whether online education does all the work,” he said. “I believe that if we removed Spring Data, we would get the same conclusion. If you ended that COVID year, I wouldn’t change anything about the text.”