Year: 2025
Type: article
Abstract: In the wake of widespread shifts to online education since 2020, the comparative efficacy of traditional in-class versus online learning modes remains a subject of debate, given the mixed and often contradictory findings of prior studies. This study addresses these inconsistencies by employing a rigorous within-subjects (repeated-measures) design: the same cohort of undergraduate students experienced all three instructional modalities—in-class, online synchronous, and online asynchronous—for the same course taught by the same instructor in a single semester, thereby self-selection bias and instructor variability. Multiple outcome measures were analyzed, including student perceptions on various dimensions (shown in the figure below) as well as objective performance metrics on assessments such as exams and quizzes. The study confirms results by replicating it at a second university.
Authors: Matta, Vic, Palvia, Shailendra
Institutions: Ohio University, Long Island University
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7064791436
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