Course Effectiveness: Online vs.

Face-to-Face

EME 603

Inquiry and Measurement

Gregg Aponte Jr.

Nicole Ortiz

Soniya Virani

The University of Tampa

TABLE OF CONTENTS

Abstract/Problem Statement/Research Question…………………………....…………………….3

Literature Review…………………………………………………………………………….…...4

Data Collection……………………………………………………………………………………7

Survey Results……………………………………………………………………………….……8

Data Analysis………………………………………………………………………………….…14

Limitations…………………………………………………………………………………….…15

Recommendations……………………………………………………………………………….16
Ethical Considerations…………………………………………………………………………...16

References……………………………………………………………………………………….17

Appendix………………………………………………………………………………………...19

Abstract

The internet today is a major technological advancement which is reshaping our society

in different ways. It has become an important part of our daily lives. We live, walk and talk

internet. From making constant social updates to making a groundbreaking discovery to

predicting future disasters, all this has been made accessible by the internet. Internet is not

limited to one facet. It has numerous branches and one of them is in education. The new software

developments and tools are making it even easier for the instructors and learners to communicate

without gathering at one place and using technology to reach out to students.

For our study, we used the mixed method to collect our data. The survey was distributed

to students pursuing their undergraduate and graduate studies via google forms link. A smaller

sample of 4 students were interviewed for the purpose of the study. Our collected data indicated

that 54.5% of students tend to perform better in an online environment whereas 75% of the

students believed that the lack of social presence of the professor hindered their performance.

Purpose of Study and Problem Statement

The term online learning is where the student takes the course online using various tools

which are available. Online learning today has become an integral part and a widespread used

method in the education environment of the 21 century. Many colleges and universities, private
st

and government aided, are incorporating online learning in their courses. Online learning is now

emerging as a viable option as compared to the traditional classroom meetings.

 Through the integration of technology and instructions, educators are becoming hopeful

to prepare their students for what to expect in the future. This has increased the interest of

students (learners) in these courses for various reasons. A consistent increase in the enrollment of

students has been observed in online courses. According to a research conducted by the Babson

Survey Research Group, more than a quarter of higher education students are enrolled in at least

one online course. (Bonk & Jee-Kim, 2006)

With an observed increase in online courses by students the purpose of our study was to

analyze the effectiveness of online courses versus the traditional face-to-face classes. With more

schools and colleges offering online classes to their students it becomes necessary to analyze if

the courses which are offered online are beneficial for the long run.

Research Question:

1. Are online courses as effective as when compared to the traditional face-to-face

courses?

Literature Review

There has been a steady increase in enrollments in online courses and there is no

indication that it is slowing down. According to Atchley, T. W., Wingenbach, G., Akers, C.

(2013), there is inconclusive research on course completion rates between traditional and online

courses. Some research indicates is no significant difference in the course completion rates

between traditional face to face courses and online courses. Other research indicates the

opposite, that one has higher rates than the other. Atchley et al. (2013) did discover however that

certain disciplines were not suited for online courses such as mathematics, lab science, and

health care. There were higher attrition rates between these courses and other courses such as

accounting, economics, marketing, and management.

 In “Retention in Online Courses: Exploring Issues and Solutions”, identifies high

enrollment rates and low retention rates in many online courses and programs. It was determined

that 40-80 percent of online students drop out of their classes. Social and family factors, attitude,

aptitude, and motivation were all factors attributed to attrition rates. This research also supplies

possible methods in increasing retention rates which includes: making orientation programs

mandatory, enhancing faculty training and support, and creating classes structured for

collaborative learning (Bawa, 2016).

In research conducted at a community college in New York, unsuccessful online students

reported that they did not know what to expect in their online course, they were not sure where to

go for help, and did not realize the commitment needed to succeed in an online course (Fetzner,

2013). This data could indicate the importance in how online courses are structured and how

important face to face interactions are in traditional courses.

In “The Role of Enrollment Choice in Online Education: Course Selection Rationale and

Course Difficulty as Factors Affecting Retention”, the researchers collected and analyzed data at

a community college. There, it was discovered that the type of online course the student is

enrolled in can have drastic effects on the likelihood of the student to withdraw from the class.

(Wladis, et al. 2014). Wladis et al. (2014) suggested that “some institutions might conclude from

these results that they should limit or prohibit certain types of courses to be taught online because

those courses have a lower retention rate than face-to-face”. Although the research was

conducted at a small community college, further research could conclude these findings to be

true on a larger scale.

In “Assessing Readiness for Online Education- Research Models for Identifying Students

at Risk”, the researchers determined that there is rapid growth in college students enrolling in
online courses, partially because some institutions are requiring for all students to enroll in

online courses despite evidence stating course and college completion will decrease. Wladis, et

al. (2016) confirm that additional research is to be completed to determine the reasoning behind

the decrease, but completely removing the option for online courses may impede the progress for

non-traditional students.

In the study conducted by Fike, D. S., & Fike, R. (2008), the researchers analyzed

different predictors of first-year student retention. It concluded that because there is a growth in

students enrolling in online courses, students are looking for colleges that provide them the

option for distance learning. Perhaps the flexibility provided to students is an important factor in

enrolling in a specific institution (2008). This is important to analyze because colleges and

universities are encouraging students to enroll in online courses to meet the students’ needs for

retention however, the quality of the learning objectives and learning retention may not be up to

the correct standards.

In “Does the Medium Matter? Online versus Paper Coursework”, Hernández-Julián, R.,

& Peters, C. (2012), seeked to determine if students process and retain information differently

when it is accessed electronically rather than on paper. It was determined that students will turn

in on average one more submission per semester over the semester if there is an online

homework assignment (2012). However, students submitting online assignments have higher

absentee rates than students who submit homework on paper. It was concluded that the overall

retention of the information does not depend on the medium of paper or electronic (2012).

A case study was completed at the University of Alabama and their Masters in Library

and Information Studies program and its success in retaining students to complete its degree

program. Aversa, E., & MacCall, S. (2013) discovered there were several factors that impacted
the success rates of the students including instructional delivery. In the instructional delivery

students complete the course at night, meet virtually for live lectures, work individually, and in

groups. The implication is that this analysis was done for one program, but some of the

characteristics of this program could potentially be implemented in different online courses and

evaluate success rates.

Data Collection

Online classes provide flexibility and ease of communication but on the other hand lack

personal interaction with peers and the faculty. With an increase in the number of online courses

being offered today, we decided to analyze the effectiveness of online courses vs. traditional

face-to-face courses.

For the research study our target audience were undergraduate and graduate students

specifically focusing on students who have taken an online course. We chose our target audience

keeping in mind that undergraduate and graduate students are exposed to an option of taking

online classes. This would provide the base for our research study.

Our survey questions were related to our topic (question) for the research. All our

questions were closed ended for ease of communication between us and our participants through

the survey. Some of our questions were direct while some asked the participant for rating. To get

a more in-depth opinion we also interviewed four participants who were asked open ended

questions.
 Survey Results

Question 1

Question 2
Question 3

Question 4
Question 5

Question 6
Question 7

Question 8
Question 9

Question 10
Question 11

Question 12
 Data Analysis

The survey was analyzed using statistics to represent the number of responses in

percentages. Bar graphs and pie charts were used to present our quantitative data which made it

easier to analyze and compare our results from highest to lowest.

The interviews provided us with qualitative data which we were then able to review and

aid to our quantitative data provided from the surveys. We were able to compare and contrast

each other’s answers to see if there were any correlations or discrepancies between each

response.

After receiving all of our data back, the results varied slightly. When it comes to online

courses, our interviewees all liked the flexibility of the online course option and the ability to

complete it at their own pace. Their main dislikes included the limited interactions between them

and their professor as well as them and their peers. All of our interviewees were successful in

their online courses, but that does not mean that they necessarily performed well. When it comes

to face-to-face, our interviewees liked the set schedule and that face-to-face environments

reinforce learning. Their dislikes were the long lecture periods and mandatory attendance.

Based on the responses we received in the surveys as well as the interviews, none of us

were surprised by the results. Online courses and traditional face-to-face courses both have their

advantages and disadvantages. Some learners prefer being on their own and being able to self-

pace while others like that in-person interaction with other students and the professors. And the

results reflected on that point of view. If a student gets distracted easily, then an online course is

not for them. If a student prefers to sit in a classroom and listen to the professor lecture and have

that face-to-face interaction, then a traditional face-to-face course option is better for them.
 Limitations

The number of online courses students have taken in the past slightly impacted the

outcome during our interviews. While we had participants, who had taken upwards of 9-10

online courses, there were participants who had only taken 1-2. Perhaps in future research, we

could have set a requirement so that the interviewees had more experience in online courses

before participating in the study. Also, the responses we received were centered around the use

of ease of the online courses. We did not receive responses regarding the educational material

(retention of the coursework, course materials, course requirements, etc.). This limited the types

of responses we received, and we were not able to analyze the above mentioned.

Recommendations

Ultimately, more research needs to be conducted in order the determine the effectiveness

in online courses and traditional courses because the current research is inconclusive. This is

supported by the literature as well as our data collected. Many research articles evaluated student

characteristics. Our recommendation would be for the research to focus on final course grades

and course type. There was also very little research surrounding hybrid courses and this would be

an important area to focus on as this method of teaching is continuing to grow in higher

education. In the future, we recommend research to also be conducted with instructors. Future

studies could analyze instructor responses and experience to determine effectiveness in courses.

Ethical Considerations

All participants were undergraduates and graduates and were notified of the purpose of

the study. To maintain anonymity no interviewee is named, and survey responses were collected
 anonymously too. The guidelines set forth by the International Review Board were thoroughly

followed in order to protect the privacy of the participants.

References:

Atchley, T. W., Wingenbach, G., Akers, C. (2013). Comparison of course completion and

student

Performance through online and traditional courses. The International Review of

Research in Open and Distributed Learning, 14(4), 104-116.

doi:10.19173/irrodl.yl4i4.1461.

Aversa, E., & MacCall, S. (2013). Profiles in Retention Part 1: Design Characteristics of a Graduate

Synchronous Online Program. Journal of Education for Library and Information Science, 54(2),

147-161.

Bawa, P. (2016). Retention in online courses. SAGE Open, 6(1), 2158244015621777.

doi:10.1177/2158244015621777.

Fetzner, M. (2013). What Do Unsuccessful Online Students Want Us To Know? Online

Learning,17(1).

https://eric.ed.gov/?q=%22online+learning+college%22&pr=on&id=EJ1011376.

Fike, D. S., & Fike, R. (2008). Predictors of first-year student retention in the community

college. Community College Review, 36(2), 68-88.

Hernández-Julián, R., & Peters, C. (2012). Does the Medium Matter? Online versus Paper Coursework.

Southern Economic Journal, 78(4), 1333-1345.

Wladis, C., Conway, K. M., & Hachey, A. C. (2016). Assessing Readiness for Online Education-

Research Models for Identifying Students at Risk. Online Learning, 20(3).

https://eric.ed.gov/?q=college+online+enrollment&pr=on&id=EJ1113351

Wladis, C., Wladis, K., & Hachey, A. (2014). The Role of Enrollment Choice in Online

Education: Course Selection Rationale and Course Difficulty as Factors Affecting

Retention. Online Learning, 18(3), 1-14. Retrieved from

https://eric.ed.gov/?id=EJ1043163.

APPENDIX

Survey and Interview Information

Survey:
As students of the ID&T graduate program at the University of Tampa, enrolled in EME 603
(Inquiry & Measurement), we are conducting this survey as part of a class assignment. The goal
of the survey is to obtain your feedback and share your personal experience through answering as
honestly as possible.

The purpose of our study is to analyze the student completion rates in higher education. We want
to find out if completion rates are as high or higher when students are in an online setting. Our
goal is also to find whether students find online classes as effective as traditional face-to-face
classes.

This survey should take you no longer than 5-10 minutes. The answers will be kept anonymous in
Google Forms.

Any questions or concerns could be directed to:

Gregg Aponte: gaponte@spartans.ut.edu
Nicole Ortiz: nicole.ortiz@spartans.ut.edu
Soniya Virani: soniya.virani@spartans.ut.edu

This survey is 100% voluntary and you can refuse to answer any questions that you do not wish to
answer, and you may opt out at any time without penalty or repercussion. IP or internet addresses,
or emails will not be collected, that no identifying personal information with be collected with the
interview data, that the data will be stored in a password protected computer environment. We
greatly appreciate your time and your responses if you choose to complete our survey!
Eligibility:
- Any Undergraduate or Graduate-level student
- Fluent in English
- 18+ years of age

I agree that I have read and understand the above criteria and I would like to continue on with the
survey. I am aware that my responses will be anonymous and voluntary.
() I agree () I do not agree

1. Are you an undergraduate or graduate student?

() Undergraduate
() Graduate

2. Are you taking/have you taken an online course?

() Yes
() No

3. Have you completed any online courses prior to this semester?

() Yes
() No

4. Did you perform better in the online environment than you did in a face-to-face setting?
() Yes
() No

5. Based on the choices below, how easy/difficult did you find the navigation of the course?
() Extremely Easy
() Fairly Easy
() Fairly Difficult
() Extremely Difficult

6. Did the navigation of the course enable or hinder your progress of the course?
() Enabled
() Hindered

a. If answer to #6 was "Enabled", what qualities did you find were enabling your overall
performance in the course? (Select all that apply)
() Well-organized
() Information was presented at a good pace or was self-paced
() Able to communicate with classmates
() Able to communicate with professor
() Other

b. If answer to #6 was "Hindered", what boundaries did you find were hindering your
overall performance in the course? (Select all that apply)
 () Lack of organization
() Too fast-paced
() Online environment wasn’t a good fit for the course
() Lack of social presence between professor

7. How would you rate the course consistency with the content as described in the objective?
(1 being the lowest and 5 the highest)
() 1
() 2
() 3
() 4
() 5

8. Did you find the online course content useful/informative?

() Yes
() No

9. How would you rate the communication between you and the instructor? (1 being the lowest
and 5 the highest)
() 1
() 2
() 3
() 4
() 5

10. Did you at any point in the course wish you could have had a face-to-face communication with
your peers versus online/virtual?
() Yes
() No

11. How would you rate the software tools used during the course?
() Extremely Easy
() Fairly Easy
() Fairly Difficult
() Extremely Difficult

12. Have you ever dropped an online course before completion?

() Yes
() No

Interview Protocol & Questions:

Interview Guide
 There will be 5 participants being interviewed who have completed online courses in the
past. The interviewees are over the age of 18. The interviews will be conducted in the Vaughn
Center lobby at the University of Tampa or over the phone if they are not available in person.
The interviews should take no longer than 30 minutes to complete and there will be audio
recording and note taking. The purpose of the interview is to gauge student perceptions of online
courses versus face-to-face courses. We hope to learn more about what students perceive to be
beneficial and possible opportunities for improvement in course structures.

Introduction:

Thank you for participating in this research study. We are students of the ID&T graduate
program at the University of Tampa, enrolled in EME 603 (Inquiry & Measurement). Be assured
that your participation will be confidential and your responses will be recorded without any
personal identifiers. The purpose of our study is to analyze the student completion rates in higher
education. We want to find out if completion rates are as high or higher when students are in an
online setting. Our goal is also to find whether students find online classes as effective as
traditional face-to-face classes. If you agree to participate in this research study, the interview
should take no longer than 30 minutes to complete and there will be audio recording and note
taking. This interview is 100% voluntary and you can refuse to answer any questions that you do
not wish to answer and you may opt out at any time without penalty or repercussion. Your role
and responses are an important part of our research which will assist us to get satisfactory results.
We would request you to share your personal experience with online courses that you have
taken. Any challenges or obstacles that you faced during the duration of the course would add to
our research. You can contact the co-investigators at
Gregg Aponte: gaponte@spartans.ut.edu
Nicole Ortiz: nicole.ortiz@spartans.ut.edu
Soniya Virani: soniya.virani@spartans.ut.edu

Questions:

1. About how many online classes have you taken in the past?
2. What are some things you liked about online classes?
3. What are some things you dislike about online classes?
4. Were you successful in your online courses? (pass/fail)
1. If yes, what led to your success?
2. If no, why?
5. Have you taken a hybrid class in the past?
. If yes, how does it compare to fully online classes?
6. What are some things you think are beneficial about face-to-face courses?
7. What are some things you dislike about face-to-face courses?
8. Did you ever withdraw from an online course?
1. If yes, what was the reason?
2. If no, did you ever think about withdrawing? Why?
9. Would you take online classes in the future?
Closing:

Once again thank you for taking time out from your schedule and actively participating in
this interview. All the information that you shared today with us will be solely used for this
research study only. Our aim for this study is to understand whether students find online classes
more informative than face to face classes. Your responses will help us achieve that goal. Thank
you for your time and patience once again. The results will be available of study will be available
December 7th, 2017. Should you have further questions or concerns about your experience in the
study you can contact the University of Tampa IRB chair at irb@ut.edu.