Date of Award
2009
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Curriculum, Instruction, and Media Technology
Abstract
A comparison of student outcomes between a distanceEducation and campus-based is presented. Although there is dynamic growth in distanceEducation, there is little to no data available on learning outcomes aimed specifically at licensed practical nursing/licensed vocational nursing (LPN/LVN) students working toward baccalaureate degrees and registered nursing (RN) licensure. Learning outcomes were evaluated using results from a commercially developed content mastery test taken by students having completed a sophomore level mental health course. Admission criteria required students enrolled in the distanceEducation program to have a current LPN/LVN license while the students used for comparison in a classroom setting did not have this requirement. Given the differences in admission criteria, it was anticipated that initial knowledge differences between the two samples based on a nationally recognized program entry test and grade point average (GPA) would materialize. Results from analysis of archival data indicated no statistically significant differences in either initial knowledge or in theEducational effectiveness between the online and classroom-based delivery modality utilizing the results from a mental health mastery test taken by all participants at the end of a sophomore level mental health course. Further research utilizing National Council Licensing Examination for Registered Nurses (NCLEX-RN) pass rates between distanceEducation and classroom-based students is proposed as these pass rates are the ultimate measures of the efficacy of baccalaureate nursing programs.
Recommended Citation
Kummerow, Andreas M., "A Preliminary Comparison Of Student Outcomes Between DistanceEducation Modalities And Traditional Campus-BasedEducation" (2009). All-Inclusive List of Electronic Theses and Dissertations. 1126.
https://scholars.indianastate.edu/etds/1126