3 research outputs found
Recommended from our members
THE EFFECT OF MODE OF EDUCATION AND DEGREE LEVEL ON EMPLOYER PERCEPTIONS OF APPLICANTS\u27 HIREABILITY
Online education is becoming more prominent, but it has been found that employers are biased against hiring job applicants with online education. The influence of mode of education and degree level on employer perceptions of applicants’ hireability was investigated. It was hypothesized that employer perceptions would decrease as the education of an applicant moved to a category consisting of more online education. It was hypothesized that employers would be less likely to move forward with applicants in the hiring process (viability) as applicants’ education moved to a category consisting of more online education. It was hypothesized that degree level would moderate the relationship of mode of education on employer perceptions of applicants’ hireability and viability. Although it was expected that perceptions of hireability would increase as the applicants’ degree level increased and that perceptions would decrease as applicants’ education moved to a category consisting of more online education, as mode of education moved from hybrid to online, employer perceptions of applicants’ hireability were expected to decrease as applicants’ college degree level advanced. Survey results were collected using Qualtrics Resume Screener service. Results showed employer biases against an applicant’s hireability and viability exist as an applicants’ education moved to a category consisting of more online education, but degree level did not change this relationship. Theories were applied to results to provide possible explanations for the biases. The limitations of the current study as well as the theoretical and practical implications of the results are discussed
A Comparative Analysis of Student Achievement & Retention in Traditional and Online First Semester Anatomy & Physiology Courses
There is a bias that online lab science courses are inferior to their campus counterparts. Even so there is an increasing demand for online courses by the student body. The purpose of this quantitative study was to determine whether anatomy and physiology I could be taught online without affecting academic rigor through a comparison of the successful completion of student learning outcomes, as well as to learn more about the students who take A&P. The study sought to identify the causes or relationships that exist between online and face-to-face presentation of A&PI. It also considered retention related to the independent variables of online or face-to-face presentation. There was no significant difference in the assessment scores between the online and face-to-face sections of A&PI. When the assessment was broken down into lab delivery method the students who used a lab kit scored the same as those on campus; students who used virtual labs scored lower but not significantly so. Additionally the survey indicated that online students tended to be older and that older students score higher on the assessment. Online students also have more commitments outside of the classroom in terms of children at home and hours worked outside the home. Online students were more than twice as likely to work in the medical field. In terms of academic background and preparation there were very few differences between the online and face-to-face student in terms of remedial course work, college xv GPA, ACT scores, and course load, although the online students have almost twice as many credit hours then the face-to-face students. There were also differences in the reasons the students choose a particular course format. The online students scored higher in all student satisfaction measures. There were no differences in attrition in between online and face-to-face sections although at one-third of the students it was very high. This study can help to focus the debate on proper advising of students. Although online may not be the best learning platform for all students, that does not mean that it is not an effective means of teaching laboratory science