Colleges and universities are now touting the efficiencies of Web-based education and are rapidly implementing online classes to meet student needs worldwide. Origins of Online EducationĬomputer-assisted instruction is changing the pedagogical landscape as an increasing number of students are seeking online education. Moreover, the results of this study serve as a backbone for future meta-analytical studies. The methods, procedures, and operationalization tools used in this assessment can be expanded upon in future quantitative, qualitative, and mixed method designs to further analyze this topic. Although there were limitations to the study, this examination was conducted to provide us with additional measures to determine if students performed better in one environment over another ( Mozes-Carmel and Gold, 2009). Through these comparisons, we investigated whether one teaching modality was significantly more effective than the other. This study sought to compare online and F2F teaching on three levels-pure modality, gender, and class rank. Using a single indicator, we attempted to see if student performance was effected by instructional medium. traditional instruction in an environmental studies class. This study compared the effectiveness of online vs. Still, online education seems to be the path many students are taking to secure a degree. Although it boasts several advantages over traditional education, online instruction still has its drawbacks, including limited communal synergies. As opposed to traditional classroom teaching, Web-based instruction has made it possible to offer classes worldwide through a single Internet connection. The advent of online education has made it possible for students with busy lives and limited flexibility to obtain a quality education. A potential exists for increasing the number of non-STEM majors engaged in citizen science using the flexibility of online learning to teach environmental science core concepts. These data demonstrate the ability to similarly translate environmental science concepts for non-STEM majors in both traditional and online platforms irrespective of gender or class rank. No significant difference in student performance between online and face-to-face (F2F) learners overall, with respect to gender, or with respect to class rank were found. In addition to the overarching objective, we also examined score variabilities between genders and classifications to determine if teaching modality had a greater impact on specific groups. The scores of 548 students, 401 traditional students and 147 online students, in an environmental science class were used to determine which instructional modality generated better student performance. The overarching purpose of this research was to determine which teaching method proved more effective over the 8-year period. This shift in pedagogical medium is forcing academic institutions to rethink how they want to deliver their course content. In this age of technological advancement, schools can now provide effective classroom teaching via the Web. They find the traditional classroom modality restrictive, inflexible, and impractical. Department of Biology, Fort Valley State University, Fort Valley, GA, United StatesĪ growing number of students are now opting for online classes.
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