No significant difference phenomenon
I tried to look into asynchronous online learning so that it would bolster my literature review in the area. I followed the link from NSD site to Google scholar and think this is the best one I could find.The study reports that there’s no significant difference between online and face 2 face classes using the same instructor.
The retention rate was identical, while the attrition rate (drop out) of the online course is higher. The study indicates that traditional students tend to drop out more than adults in both settings.
The study examines learning styles of the students, and finds that two-thirds of each group were visual learners. However, the result shows no significant difference among different learning styles.
What I like about this study is its conclusion, ‘this study provides one more addition to the growing body of literature that asserts the quality of online learning is as effective as FTF learning.’ Also it claims that ‘the major activities [of both settings] were similar in effectiveness… suggest that FTF activities used in this course may be transferred to online courses with resulting similar learning for the students.’
Ultimately, it’s not the methods of delivery that we have to worry; educators should make the most of whatever resources they have at hand. Oftentimes, we don’t really have a choice, do we?
Reference:
Neuhauser, C. (2002). Learning style and effectiveness of online and face-to-face instruction. The American Journal of Distance Education, 16(2), 99-113.
posted by พ่อบ้านเล่างานวิจัย @ 9:29 AM
1 Comments:
I see the whole issue of NSD as a lesson that tells all the stakeholders in this business (I’m sure it is a business) that learning outcomes in the existing system and the new online arena are equivalent, if not equal. The NSD study results actually help educators and other stakeholders to understand and make better decision before jumping into an online mode; that is, they may choose the certain teaching methods that fit their need, use assessment tools that tell satisfactory results.
I also suspect that, in most cases, educators aren’t decisive factor in transferring to the online setting. We might not even have a chance to control, deliver, and assess courses, as Reeves (2003) argues, ‘[it] is already happening in for-profit virtual-universities… only the design of courses is relegated to traditional academic staff members, while the majority of the functions are assumed by a mix of adjunct teaching specialists, interactive technologies, and external providers.’
Reference:
Reeves, T.C. (2003). Storm clouds on the digital education horizon. Journal of Computing in Higher Education, 15(1), 3-26.
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