Alan Stoskopf, Laurie Keating
Date of Award
Doctor of Education
Department or Academic Unit
College of Professional Studies, Department of Education
education, educational technology, web studies, secondary education, high school, measured student outcomes, mixed method, online, sequential explanatory design, student learning
There has been an exponential growth in online courses offered at the high school level but little evidence as to whether they are as effective as face-to-face courses. It has become critical to understand and evaluate the effectiveness of online education in order to reap the benefits and reduce the drawbacks of contrasting learning modes. The purpose of this study was to explore how online education at the high school level is more, less, or equally as effective as face-to-face instruction. These issues were examined within the lens of online learning theory by evaluating the same high school course taught in either a traditional face-to-face classroom or online. The mode of instructional delivery formed the independent grouping variable. Grades based on the categories of discussion, assignments, projects, and tests formed the dependent variables. A sequential explanatory design was used to triangulate the data. This included a prospective causal-comparative, quantitative component. Student focus groups and a teacher interview provided the qualitative component. The quantitative findings revealed no significant differences in any of the grade categories which included discussion, assignment, project, tests, and a mid-term exam. The qualitative findings supported the quantitative findings. It was found that teacher interaction, design of learning activities, and written discussions were important for both online and face-to-face students. The development of independent learning skills was important for success by online students. These findings were presented and discussed and categorized by the dependent variables. The significance of these findings as they relate to practice, policy, and research are also discussed.
Don G. Langenhorst
Langenhorst, Don G., "Effectiveness of online instruction: differences in measured student outcomes online versus face-to-face instruction at the high school level" (2011). Education Doctoral Theses. Paper 4. http://hdl.handle.net/2047/d20002128
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