Pedagogy of Online Instruction - Can it Be as Good as Face-to-Face?

Availability of newer technologies such as conferencing tools and higher bandwidth that enables multimedia presentations has resulted in the offering of more online courses and degree programs. Recent statistics (Koeppel, 1999) reveal that the number and diversity of online programming by many institutions has significantly increased over the last few years. Attempts to carefully scrutinize and evaluate online instruction should also increase. The online and face-to-face pedagogy for different subject matters at different educational levels need a careful comparison. Analysis of data collected for this study reveals that at least as good as face-to-face pedagogy can be maintained in online instruction at the graduate level if certain conditions are met. This study does not support the finding (Goldberg, 1997) that students who have access to both face-to-face and online instruction achieve a higher level of performance

Estimation of Stability Parameters

Statistic

Social Awareness Differences Between Collocated and Computer Mediated Teams

This paper reports an empirical investigation into differences in team member perceptions of social intelligence, specifically the subcategory of social awareness, in collocated and computer mediated teams. Members of computer mediated and collocated teams completed the Emotional Competency Inventory (ECI) to assess their perceptions of “self” and “other” team members along the ECI dimensions of social intelligence, focusing on social awareness within the present research (Boyatzis & Goleman, 2007). There were significant differences in self perceptions of empathy and social awareness in members of collocated and computer mediated teams. There were significant differences in the team member perceptions of other team members in empathy, organizational awareness, service orientation and social awareness. There were also significant differences in perceptions of how members see themselves versus how their team members see them on these dimensions. These findings have significant implications for the ability of computer mediated teams to form and function effectively in comparison with collocated teams

A Longitudinal Pedagogical study of 39 Online and 25 Face-to-Face Sections of Seven Different Graduate Level MIS Courses

This paper reports on a longitudinal pedagogical study of performance and perceptions of 1021 students in 39 online and 25 face-to-face sections of seven different courses taught by six different professors. The differences between the students\u27 perceptions of the quality of the instructors and student performance are statistically significant based on the mode of course delivery. Students rated the quality of instructors in the online courses higher for the duration of the study. Student grade averages are slightly lower in the online courses. For all of the other survey questions dealing with the evaluation of the courses and the instructors, except the question related to motivation, the online classes had a higher proportion of positive opinions than the face-to-face courses but none of them are significantly different

COMPARING STUDENT PERFORMANCE: ONLINE VERSUS BLENDED VERSUS FACE-TO-FACE

The purpose of this research was to perform a three way comparison of delivery modes for an introductory Management Information Systems course to determine if there existed a difference in student success among the delivery modes. The research compares student exam and final grade results in this class that was taught by the same instructor using face-to-face, blended and online delivery modes. An Analysis of Variance test was used on the exam and final grade data to determine if a significant difference existed. Additionally, a discussion of this class in relation to student satisfaction, learning effectiveness and faculty satisfaction is presented. This research demonstrates that there is no significant difference among delivery modes. Additionally, blended and online modes for this class do very well when measuring student satisfaction, learning effectiveness and faculty satisfaction