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2003•AgEcon Search (University of Minnesota, USA)Open access

HOW AN ONLINE COURSE COMPARES

Cheryl J. Wachenheim, Wachenheim, Cheryl J.

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Abstract

Student satisfaction with and performance in an online agrisales course is compared with that of students enrolled in a simultaneously-taught classroom course. Assessment tools are developed for both sections. Online and classroom students were equally satisfied with the course and the instructor using most measures, but had different motives for course enrollment. Overall student performance did not differ. However, online students tended to do better on exams and homework assignments while classroom students demonstrated a greater ability to apply course concepts to a practical setting. Results suggest instructors be well-prepared to handle unique learner situations prior to marketing an online course and work to ensure students are motivated to complete online course components.

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Student satisfaction with and performance in an online agrisales course is compared with that of students enrolled in a simultaneously-taught classroom course. Assessment tools are developed for both sections. Online and classroom students were equally satisfied with the course and the instructor using most measures, but had different motives for course enrollment. Overall student performance did not differ. However, online students tended to do better on exams and homework assignments while classroom students demonstrated a greater ability to apply course concepts to a practical setting. Results suggest instructors be well-prepared to handle unique learner situations prior to marketing an online course and work to ensure students are motivated to complete online course components.

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Available abstract

Student satisfaction with and performance in an online agrisales course is compared with that of students enrolled in a simultaneously-taught classroom course. Assessment tools are developed for both sections. Online and classroom students were equally satisfied with the course and the instructor using most measures, but had different motives for course enrollment. Overall student performance did not differ. However, online students tended to do better on exams and homework assignments while classroom students demonstrated a greater ability to apply course concepts to a practical setting. Results suggest instructors be well-prepared to handle unique learner situations prior to marketing an online course and work to ensure students are motivated to complete online course components.

Key concepts: Course (navigation), Online course, Mathematics education, Course evaluation, Medical education, Online learning, Computer science, Psychology

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