Flood, Raymond; Lockhart, Bob and Thomas, Pete
Performance and support comparisons in online face-to-face courses.
Journal of Informatics Education Research, 6(2) pp. 37–43.
This paper compares datasets derived from student performances and perceptions of the learning environment in a University of Oxford Diploma in Computing, offered in two modes; both, part-time. In one mode students attend face-to-face classes, in the other students study at a distance, online, with support offered by tutors. Performance is measured in terms of continuous assessment and examination results. Students’ perceptions of support and the role of teaching staff were determined by questionnaires. We found little significant difference between performances on the two modes of delivery; but students did perceive some differences in academic support. We conjecture that the nature of the academic support may be related to the attrition rate on the online version of the course.
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