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Achievement in Online vs. Traditional Classes
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Author(s): E. Lea Witta (University of Central Florida, USA)
Copyright: 2005
Pages: 4
Source title:
Encyclopedia of Distance Learning
Source Author(s)/Editor(s): Caroline Howard (HC Consulting, USA), Judith V. Boettcher (Designing for Learning, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong), Karen D. Schenk (K. D. Schenk and Associates Consulting, USA), Patricia L. Rogers (Bemidji State University, USA)and Gary A. Berg (California State University Channel Islands (Retired), USA)
DOI: 10.4018/978-1-59140-555-9.ch005
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Abstract
Universities and colleges constantly attempt to address student needs by offering courses in various time frames. Because it is difficult for teachers to enroll and attend classes during the “normal” two- or three-day format for 15 weeks, graduate classes in education are typically offered as a one evening per week class. In summer, when teachers usually are not working, classes may be offered in an alternative format meeting for longer periods of time in each class session but for fewer weeks. There are, however, questions concerning the changes in class scheduling. Although the seat time in an eight-week extended period class is equivalent to a 15-week class, are the learning outcomes equivalent? According to Rayburn and Rayburn (1999), if only responses on multiple choice Accounting exams were considered, there was no effect of class length. If, however, problem solving was also considered, there was a statistically significant effect based on length of the class.
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