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G. Sherrie Lewis, DBA, Virginia State University TCC Online Conference April 16, 2009

No Significant Difference: An Update on Research Comparing Performance of Online & Traditional Management Students. G. Sherrie Lewis, DBA, Virginia State University TCC Online Conference April 16, 2009. The Study: At A Glance. Introduction Purpose Significance Scope Methods

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G. Sherrie Lewis, DBA, Virginia State University TCC Online Conference April 16, 2009

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  1. No Significant Difference: An Update on Research Comparing Performance of Online & Traditional Management Students G. Sherrie Lewis, DBA, Virginia State University TCC Online Conference April 16, 2009

  2. The Study: At A Glance • Introduction • Purpose • Significance • Scope • Methods • Research Questions • Selection Criteria • Coding Process • Results • Recommendations • Limitations • Implications • Opportunities Q & A TCC Online Conference, April 16, 2009

  3. Introduction • The largest high-school class in United States’ history is scheduled to graduate in 2009 (Parker, 2003). As a result, an increasing number of students seek traditional and online management courses. • This study includes an examination of student outcomes used to describe management student performance in online and traditional classrooms. TCC Online Conference, April 16, 2009

  4. Purpose The purpose of this study is to provide a discipline-specific update on comparisons of online and traditional management students’ classroom performance. TCC Online Conference, April 16, 2009

  5. Significance • Due to differences in institutional demographics, comparison studies often exist in conditions that are difficult to replicate. These variables prevent generalizations that can be transferred from schools or classrooms. Examples include: • Length of Term • Retention • Subject • Student Demographics • Instructor Experience • Attendance Policies • Researcher Disclosure TCC Online Conference, April 16, 2009

  6. Significance (continued) • As a result of this study, educators and administrators will be able to : • Consider use of distance education in the management disciplines • Identify students for whom distance education is appropriate • Examine the role that previous academic achievement plays in future online student success • Discuss the appropriateness of distance education in various business disciplines. TCC Online Conference, April 16, 2009

  7. Scope Databases were searched by using a set of key words as delimiters. Other key words were used as a means of locating additional literature. The search resulted in examination of 50 titles. Of theses studies, 20 were usable. These were selected for comprehensive analysis. TCC Online Conference, April 16, 2009

  8. Scope (continued) • This meta-analysis included 20 studies published between 1995 and 2005. Results consists of: • 8 Final Exam Grades • 5 Final Course Grades • 7 Grade Point Averages TCC Online Conference, April 16, 2009

  9. Methods Effect sizes, or the differences in educational outcomes for traditional and online students, serve as dependent variables. The effect size or “standard difference” or “d” is the ratio of the difference between the mean to the standard deviation (Cooper, 1994; Yu, 2001). • .20 or less = Small Effect Size • .50 to .79 = Medium Effect Size • .80 or larger = Large Effect Size TCC Online Conference, April 16, 2009

  10. Research Questions: Q1 Is there a difference in student performance characteristics (GPAs) of students who choose online courses versus those in enrolled in traditional undergraduate management classes? It was predicted that there will be no significant difference in prior levels of achievement in students who choose online courses versus those in enrolled in traditional undergraduate management classes. TCC Online Conference, April 16, 2009

  11. Research Questions: Q2 • Is there a difference in student achievement outcomes (final exam grades) in online delivery of undergraduate business management courses versus business management courses in the traditional classroom? It was predicted that there will be no significant difference in student achievement outcomes in online delivery of undergraduate business management courses versus traditional undergraduate business management courses. TCC Online Conference, April 16, 2009

  12. Research Questions: Q3 • Is there a difference in student achievement outcomes (final course grades) in online delivery of undergraduate business management courses versus business management courses in the traditional classroom? It was predicted that there will be no significant difference in student achievement outcomes in online delivery of undergraduate business management courses versus traditional undergraduate business management courses. TCC Online Conference, April 16, 2009

  13. Selection Criteria • Be publicly available or archived. • Include at least one achievement, satisfaction or retention measure. • Be published no earlier than 1995 and no later than December 2005. • Include outcome measures that were the same or comparable. • The studies included in this analysis were limited to management disciplines. • Each study examined distance education’s effect on student performance. TCC Online Conference, April 16, 2009

  14. Coding Process Studies that make up the effect sized used in this analysis were coded based on an adaptation of categories from Williams’ (2004) comparison study on distance education in the allied health fields. • Publication Information • Discipline • Subject Characteristics • Treatment Characteristics • Research Design Characteristics • Bias • Assessment Measures TCC Online Conference, April 16, 2009

  15. Results: Q1 • The weighted average effect size for comparisons of management and online students’ GPAs was 0.26. There was a small amount of difference between students’ GPAs in distance education and traditional management courses. • The first null hypothesis cannot be rejected TCC Online Conference, April 16, 2009

  16. Results: Q2 • The weighted mean effect size for comparisons of management student final exam performance was - 0.12. There was a significant difference between final exam performance of online management students versus their online counterparts. Management students enrolled in distance education courses did not perform as well as their online counterparts. • Therefore, the null hypothesis was rejected. TCC Online Conference, April 16, 2009

  17. Results: Q3 • The weighted mean effect size for final course grades was 0.16. Therefore the first hypothesis cannot be rejected. • There was no significant difference between final grades earned by students in distance education and traditional management courses. TCC Online Conference, April 16, 2009

  18. Recommendations • An examination of the relationship between student demographics and their effect on distance education outcomes. • Investigation of the instructional methods used in distance and traditional and their affects on student satisfaction and outcomes. • Use of other measures of student performance (i.e. performance in subsequent coursework). • Use of shorter terms in comparison studies so that the number of variables in these learning environments are reduced. TCC Online Conference, April 16, 2009

  19. Limitations • Participants were not randomly selected and do not reflect the population • Fewer than half of the 50 studies met the criteria for additional review • No bias controls TCC Online Conference, April 16, 2009

  20. Implications • Additional examination of the relationship between student demographics and their effect on distance education outcomes is necessary. • Investigation of the instructional methods used in distance and traditional classrooms and their affects on student satisfaction and outcomes are recommended. • Use of other measures of student performance (i.e. performance in subsequent coursework) may result in additional clues. • Use of shorter terms in comparison studies may result in a reduction of the variables affecting student outcomes. TCC Online Conference, April 16, 2009

  21. Implications (continued) • Continued study of management education in the traditional classroom is needed. • Additional investigation of similarities and differences between student groups, attitudes, motivation and the impact of previous educational experience on distance education in management disciplines in necessary. • This includes student workload and an examination of outcomes for academic programs rather than individual management courses in the traditional and online environments. • Exploration of course workload options for distance education faculty and the effects of distance education activities on the tenure and promotion process is required. TCC Online Conference, April 16, 2009

  22. References Cooper, H., & Hedges, L. Eds. (1994). The Handbook of Research Synthesis, Sage Publications: Thousand Oaks, California. Keegan, D. Editor: (1999) Foundations of distance education. Third Ed. Routledge: New York. Parker, A. (2003). Motivation & Incentives for Distance Faculty. Online Journal of Distance Learning Administration 2(4) Retrieved April 10, 2006 from http://www.westga.edu/~distance/ojdla/fall33/rockwell24.html Yu, C. (2001). Meta-analysis and effect size. Retrieved August 20, 2006 from: http://seamonkey.ed.asu.edu/~alex/teaching/WBI/es.html Williams, S. (2004). A meta-analysis of the effectiveness of the effectiveness of distance education in allied health science programs (Doctoral dissertation, Ohio University, 2004). TCC Online Conference, April 16, 2009

  23. Questions & Answers TCC Online Conference, April 16, 2009

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