Year: 2012
Type: article
Abstract: Students enrolled during the spring 2011 and summer 2011 semesters taking developmental Algebra I were invited to participate in a study. Students were required to complete a researcher-made pretest prior to instruction, complete the course over the semester, and complete an identical posttest at the end of the course. The online students voluntarily completed a researcher-made survey. An ANCOVA analysis, using the pretest scores as a covariate, showed a significant difference between the online and seated students, as the online students scored significantly higher. The survey showed online students tended to utilize the captured lectures, with a larger percentage of students watching the entire lecture. The study discusses the implications of the findings and makes recommendations for future research.
Author: Christy Lowery-Carter
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2223190394