Comparing Students’ Performance in a Face-to-Face Course and an Asynchronous Online Course on Educational Statistics
Abstract: Online learning is becoming more and more popular. To understand if online learning can be as effective as face-to-face learning, there is a need to compare student performance in a face-to-face class and an online class. In the present study, we compared scores on the midterm and final exams of two groups of graduate students who took the same course on educational statistics. One group of students received face-to-face instruction and the other group received asynchronous online instruction. Although students who received face-to-face instruction had higher means and medians of scores on midterm and final exams than students who received asynchronous online instruction, only scores on the final exam showed a statistically significant difference. We conclude that when the content is more difficult, more student-instructor and student-student interaction combined with multiple formats of learning materials might be needed to facilitate student online learning. We recommend online instructors to use principles and standards for effective online instruction to conduct self-assessment.