Distance Learning
Abstract
As the Internet becomes increasingly popular, so do online classes. Last year alone, there was a 13% increase in registration for distance learning classes throughout the public university system. (Beverly Creamer, 2003) It is now possible for people to learn conveniently from home or office. People that want to go to school can do so now because scheduling and geographic location does not matter with online classes because the class course is brought to the student rather than the student to the course.
Is distance learning as effective as classroom based courses? This study will compare questions asked to students that have taken both online and classroom-based courses to determine the effectiveness of online courses in relation to classroom-based courses. There will be two types of comparisons, those of the exact same course and those of similar courses.
Problem
The main problem is that no measuring system exists to compare online technical courses to classroom based technical courses at Central Connecticut State University.
Sub Problems
1. There is a difference in GPAs?
2. Which style course shows the higher grades?
3. Is there a meaningful correlation?
4. How can the difference be measured?
5. How do students feel about online and classroom-based courses?
6. Would they take an online course again?
Purpose
The purpose of this study is to determine if online technical courses are as effective as traditional classroom based courses offered at Central Connecticut State University. The outcome can be used as a basis to be applied to other schools or universities.
Strategy
Using a quantitative approach the answers to selected Class Survey questions will be compared for both online and classroom based courses.
Old Questions refers to questions already on the course evaluation questionnaire.
New Questions refers to questions that will be added to the course evaluation questionnaire for online classes.
5 Old Questions for Online
As the Internet becomes increasingly popular, so do online classes. Last year alone, there was a 13% increase in registration for distance learning classes throughout the public university system. (Beverly Creamer, 2003) It is now possible for people to learn conveniently from home or office. People that want to go to school can do so now because scheduling and geographic location does not matter with online classes because the class course is brought to the student rather than the student to the course.
Is distance learning as effective as classroom based courses? This study will compare questions asked to students that have taken both online and classroom-based courses to determine the effectiveness of online courses in relation to classroom-based courses. There will be two types of comparisons, those of the exact same course and those of similar courses.
Problem
The main problem is that no measuring system exists to compare online technical courses to classroom based technical courses at Central Connecticut State University.
Sub Problems
1. There is a difference in GPAs?
2. Which style course shows the higher grades?
3. Is there a meaningful correlation?
4. How can the difference be measured?
5. How do students feel about online and classroom-based courses?
6. Would they take an online course again?
Purpose
The purpose of this study is to determine if online technical courses are as effective as traditional classroom based courses offered at Central Connecticut State University. The outcome can be used as a basis to be applied to other schools or universities.
Strategy
Using a quantitative approach the answers to selected Class Survey questions will be compared for both online and classroom based courses.
Old Questions refers to questions already on the course evaluation questionnaire.
New Questions refers to questions that will be added to the course evaluation questionnaire for online classes.
5 Old Questions for Online
Bibliography: Anderson, D. (2000). Internet course delivery - Making it easier and more effective. Georgia Institute of Technology. Mehlenbacher, Brad (2000). Active and interactive learning online: a comparison of Web-based and conventional writing classes. North Carolina State University. Picciano, Anthony G. (2001) Distance Learning: Making Connections Across Virtual Space and Time. Upper Saddle River, N.J.: Merrill Prentice Hall. Simonson, M; Smaldino, S. E.; Albright, M.; Zvacek, S. (2001). Teaching and Learning at a Distance: Foundations of Distance Education. Upper Saddle River, NJ: Merrill/Prentice Hall Smith Macklin, Alexius (2000, May 18). Distance education in virtual classrooms: the model & the assessment. Purdue University. Willis, Barry (2001, October 23) Distance Education: An Overview. University of Idaho, Retrieved April 15, 2004.