Student learning performance and satisfaction with traditional face-to-face classroom versus online learning: Evidence from teaching Statistics for Business

Q1 Social Sciences
Tin-Chun Lin
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引用次数: 10

Abstract

In this research, we investigated whether business students enrolled in a statistics course gained more by engaging in traditional face-to-face (FTF) learning or online learning. Empirical evidence suggested that students learned statistics more effectively when engaged with an instructor in a traditional FTF classroom versus through online learning; however, when the option of teaching virtually in fully online (ONL) classes was available, students successfully learned about statistics whether in a traditional FTF classroom or a ONL learning experience. In addition, evidence suggested that students’ overall satisfaction with the course and the instructor was higher in the FTF setting than in the ONL setting. Evidence also suggested that offering online zoom lecture meetings in the ONL setting remarkably enhanced students’ satisfaction with the course and the instructor and, importantly, reduced the gap in effective instruction between traditional FTF and ONL settings.
学生对传统面对面课堂与在线学习的学习表现和满意度:来自商业统计教学的证据
在本研究中,我们调查了参加统计学课程的商科学生是通过传统的面对面学习(FTF)还是在线学习获得更多的收益。经验证据表明,与在线学习相比,学生在传统的FTF课堂上与教师接触更有效地学习统计;然而,当可以选择在完全在线(ONL)课程中进行教学时,无论是在传统的FTF课堂还是在ONL学习体验中,学生都成功地学习了统计学。此外,有证据表明,学生对课程和教师的整体满意度在FTF设置高于在ONL设置。证据还表明,在ONL设置中提供在线缩放讲座会议显著提高了学生对课程和教师的满意度,重要的是,减少了传统FTF和ONL设置之间有效教学的差距。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
E-Learning
E-Learning Social Sciences-Education
CiteScore
6.20
自引率
0.00%
发文量
0
期刊介绍: E-Learning and Digital Media is a peer-reviewed international journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. This journal explores the ways that different disciplines and alternative approaches can shed light on the study of technically mediated education. Working at the intersection of theoretical psychology, sociology, history, politics and philosophy it poses new questions and offers new answers for research and practice related to digital technologies in education. The change of the title of the journal in 2010 from E-Learning to E-Learning and Digital Media is expressive of this new and emphatically interdisciplinary orientation, and also reflects the fact that technologically-mediated education needs to be located within the political economy and informational ecology of changing mediatic forms.
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