Comparing Student Learning in Face-to-Face Versus Online Sections of an Information Technology Course

IF 1.6 2区文学 Q2 COMMUNICATION

IEEE Transactions on Professional Communication Pub Date : 2023-01-18 DOI:10.1109/TPC.2022.3228025

Samir Shah;Bay Arinze

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引用次数: 1

Abstract

Background: The recent COVID-19 pandemic forced most universities into online course delivery. As such, the rapid expansion of online learning and the prospect of its permanent increase for many institutions have sharpened the issue of the efficacy of remotely delivered courses. Literature review: Past studies have compared face-to-face (FTF) courses with online courses, with mixed results. However, the broad understanding is that efficacy differs based on the subject area. Educators frequently view theory-based courses as being better suited to online teaching than hands-on or experiential courses. Research question: Can information technology courses—especially those that are more experiential and technical—be supported through online learning given the extent of differences in efficacy between online and face-to-face experiential, technical courses? Research methodology: We compared multiple sections of an experiential IT Outsourcing class over several quarters in two course delivery modes. The two modes were FTF delivery and online synchronous delivery. Students in each course section responded to two surveys where they rated their knowledge of different topics at the start and end of the course. Results: Online students reported greater increases in learning on average across all measured items. Self-reported knowledge gains were significantly greater in five items, mostly in soft skills and project management knowledge. The only significantly improved technical IT skill was in using software for virtual meetings. Conclusions and implications for education: We conclude that universities should embrace teaching experiential IT-based courses virtually, as it is possible to obtain greater improvements in self-efficacy, counter to much existing research. This is especially the case as instructional technology improves.

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信息技术课程中学生面对面学习与在线学习的比较

背景：最近的新冠肺炎疫情迫使大多数大学在线授课。因此，在线学习的快速扩张及其对许多机构的永久增长前景，加剧了远程授课课程的有效性问题。文献综述：过去的研究将面对面课程与在线课程进行了比较，结果喜忧参半。然而，人们普遍认为，疗效因学科领域而异。教育工作者经常认为，与实践或体验课程相比，基于理论的课程更适合在线教学。研究问题：考虑到在线和面对面体验式技术课程之间的效果差异，信息技术课程——尤其是那些更具体验性和技术性的课程——能否通过在线学习得到支持？研究方法：我们比较了两种课程交付模式下几个季度内体验式IT外包课程的多个部分。这两种模式是FTF交付和在线同步交付。每个课程部分的学生都接受了两项调查，在调查中，他们在课程开始和结束时对自己对不同主题的知识进行了评分。结果：在线学生报告说，在所有测量项目中，平均学习量都有更大的增长。自我报告的知识收益在五个项目中显著增加，主要是在软技能和项目管理知识方面。唯一显著提高的IT技术技能是在虚拟会议中使用软件。结论和对教育的启示：我们得出的结论是，大学应该虚拟地教授基于信息技术的体验式课程，因为与许多现有研究相反，有可能在自我效能方面获得更大的提高。随着教学技术的进步，情况尤其如此。

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

IEEE Transactions on Professional Communication COMMUNICATION-

CiteScore

3.20

自引率

11.80%

发文量

期刊介绍： The IEEE Transactions on Professional Communication is a peer-reviewed journal devoted to applied research on professional communication—including but not limited to technical and business communication. Papers should address the research interests and needs of technical communicators, engineers, scientists, information designers, editors, linguists, translators, managers, business professionals, and others from around the globe who practice, conduct research on, and teach others about effective professional communication. The Transactions publishes original, empirical research that addresses one of these contexts: The communication practices of technical professionals, such as engineers and scientists The practices of professional communicators who work in technical or business environments Evidence-based methods for teaching and practicing professional and technical communication.