Designing an Online Class: Looking at the Effect of Structure on Grades
Suzanne Aberasturi, Kelly Karpchuk, University of Nevada, Reno, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Students often choose online courses because they want flexibility and choices. However, online courses have higher failure rates when compared to traditional courses. This study looks at whether undergraduate students performed better an instructionally structured format versus a student driven flexible format. An online technology class was offered to undergraduate students over two semesters. The first semester was the student driven flexible format and the second was the instructionally structured format. The analysis found that students in the structured design performed significantly better than those in the flexible design in regard to point totals. Students in the structured class earned more points and earned more A's than the flexible class. With the structured course, the number of A's significantly increased while the number of B's, C's and F's significantly decreased.
Aberasturi, S. & Karpchuk, K. (2008). Designing an Online Class: Looking at the Effect of Structure on Grades. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 189-191). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).