The 3 P's : Persistence , Performance , Perceptions : Delivery Method Matters

Jennifer D. E. Thomas; Danielle Morin; Samie Li Shang Ly

doi:10.12816/0026314

Article Details

The 3 P's : Persistence , Performance , Perceptions : Delivery Method Matters

Authors:

Jennifer D. E. Thomas | Danielle Morin | Samie Li Shang Ly

Publisher:

Hamdan Bin Mohammed e-University

Main Topics:

Education | Technology

Journal:

International Journal of Excellence in Education 2015 Vol.7 Issue 2, pp.1-18

Document Type:

Article

Publication Date:

9/2015

Document Language:

English

Document ID (Org No.):

86777

Frequency:

Bi-Annual

eISSN:

19938675

DOI:

10.12816/0026314

Descriptors:

Keywords:

Abstract:

 Massively Open Online Courses, also known as MOOC’s, can be considered to be at the ultimate-most spectrum of the learning continuum, with traditional classroom delivery at the other end. Universities are more and more looking to this mode of delivery as a way of reducing costs and also of providing high quality instruction from ‘experts’ to their students. Before full-scale adoption of these methods takes root, there continues to be a need to evaluate the efficacy of online delivery in learning. In this paper, the persistence, performance and perceptions of students in an introductory Business Statistics course were evaluated over a range of delivery methods, extending results previously reported. A deeper analysis shows that, with respect to persistence and performance, students did better with the clickers and hybrid modes of instruction delivery than with the online and traditional approaches. Additionally, the perceived contribution of certain activities and resources towards acquisition of higher-order thinking skills shows some significant differences between the online and hybrid methods of delivery. This has implications for the design of courses, and ultimately the use of MOOC’s as a medium for learning.

Article Details

The 3 P's : Persistence , Performance , Perceptions : Delivery Method Matters

Authors:

Jennifer D. E. Thomas | Danielle Morin | Samie Li Shang Ly

Publisher:

Hamdan Bin Mohammed e-University

Main Topics:

Education | Technology

Journal:

International Journal of Excellence in Education 2015 Vol.7 Issue 2, pp.1-18

Document Type:

Article

Publication Date:

9/2015

Document Language:

English

Document ID (Org No.):

86777

Frequency:

Bi-Annual

eISSN:

19938675

DOI:

10.12816/0026314

Descriptors:

COMPUTER-ASSISTED INSTRUCTION

INTERNET

CLASSES

INFORMATION TECHNOLOGY

STUDENTS

Online learning

E-learning

Virtual learning

Hybrid course

Blended courses

Traditional courses

Lecture courses

Face-to-face course

Clickers

MOOC’s

Issues

Article Details

Authors: Jennifer D. E. Thomas | Danielle Morin | Samie Li Shang Ly

Publisher: Hamdan Bin Mohammed e-University

Main Topics: Education | Technology

Journal: International Journal of Excellence in Education 2015 Vol.7 Issue 2, pp.1-18

Document Type: Article

Publication Date: 9/2015

Document Language: English

Document ID (Org No.): 86777

Frequency: Bi-Annual

eISSN: 19938675

DOI: 10.12816/0026314

Descriptors:

Issues

Authors:

Jennifer D. E. Thomas | Danielle Morin | Samie Li Shang Ly

Publisher:

Hamdan Bin Mohammed e-University

Main Topics:

Education | Technology

Journal:

International Journal of Excellence in Education 2015 Vol.7 Issue 2, pp.1-18

Document Type:

Article

Publication Date:

9/2015

Document Language:

English

Document ID (Org No.):

86777

Frequency:

Bi-Annual

eISSN:

19938675

DOI:

10.12816/0026314