Format

Send to

Choose Destination
See comment in PubMed Commons below
Adv Health Sci Educ Theory Pract. 2013 Dec;18(5):963-73. doi: 10.1007/s10459-012-9435-3. Epub 2012 Dec 14.

A comparison of online versus face-to-face teaching delivery in statistics instruction for undergraduate health science students.

Author information

1
Faculty of Health Science, University of Ontario Institute of Technology, Oshawa, ON, Canada, fletcher.lu@uoit.ca.

Abstract

The objective of this study was to assess if online teaching delivery produces comparable student test performance as the traditional face-to-face approach irrespective of academic aptitude. This study involves a quasi-experimental comparison of student performance in an undergraduate health science statistics course partitioned in two ways. The first partition involves one group of students taught with a traditional face-to-face classroom approach and the other through a completely online instructional approach. The second partition of the subjects categorized the academic aptitude of the students into groups of higher and lower academically performing based on their assignment grades during the course. Controls that were placed on the study to reduce the possibility of confounding variables were: the same instructor taught both groups covering the same subject information, using the same assessment methods and delivered over the same period of time. The results of this study indicate that online teaching delivery is as effective as a traditional face-to-face approach in terms of producing comparable student test performance but only if the student is academically higher performing. For academically lower performing students, the online delivery method produced significantly poorer student test results compared to those lower performing students taught in a traditional face-to-face environment.

PMID:
23238874
DOI:
10.1007/s10459-012-9435-3
[Indexed for MEDLINE]
PubMed Commons home

PubMed Commons

0 comments
How to join PubMed Commons

    Supplemental Content

    Full text links

    Icon for Springer
    Loading ...
    Support Center