Date of Award

2007

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

Abstract

This is a very exciting time for technology andEducation. Online programs offering technology-based learning environments not only expand learning opportunities, but provide qualityEducation through a variety of formats as well. Although online learning has great potential, it is still a question to answer whether online teaching can satisfy allEducational needs and goals or should all subjects be taught online. The overarching research question for this study was "Is it more effective to take a research course online or face-to-face?" Two hundred and fifty students' data such as weekly assignments, semester projects, test 1, test 2, and test 3 in both the face-to-face format and the online format were collected and calculated as total scores. Among these students, 95 students' Anonymous Course Evaluation surveys were conducted to explain the learners' satisfaction with course effectiveness. The statistical analysis such as the analysis of variance, independent sample t-test and Pearson Product-Moment Correlation were conducted to answer each research question. The results of the study showed no significant learning outcomes difference between students taking the research course by online delivery mode and by face-to-face delivery mode; course duration had an impact on students' learning outcomes; and there was no difference between the online group and the face-to-face group in their satisfaction with course effectiveness. However, the face-to-face group had a higher satisfaction level with the instructor than the online group.

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