Performance Gaps between Online and Face-to-Face Courses
Differences across Types of Students and Academic Subject Areas
Bibliographic Data
| ID | 9015714 |
|---|---|
| Authors | Di Xu (0000-0001-5464-9858, corresponding author), Shanna Smith Jaggars (0000-0001-7484-9689) |
| Year | 2014 |
| Volume | 85 |
| Issue | 5 |
| Pages | 633-659 |
| Publication date | 2014-09-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-1546 • E-ISSN: 1538-4640 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00221546.2014.11777343 |
| OpenAlex | W4242355866 |
| Language | EN |
| Citations received | 45 |
| References cited | 24 |
Using a dataset containing nearly 500, 000 courses taken by over 40, 000 community and technical college students in Washington State, this study examines the performance gap between online and face-to-face courses and how the size of that gap differs across student subgroups and academic subject areas. While all types of students in the study suffered decrements in performance in online courses, those with the strongest declines were males, younger students, Black students, and students with lower grade point averages. Online performance gaps were also wider in some academic subject areas than others. After controlling for individual and peer effects, the social sciences and the applied professions (e.g., business, law, and nursing) showed the strongest online performance gaps
Community college · Face (sociological concept · Face-to-face · Gender gap · Higher education · Library science · Mathematics education · Medical education · Point (geometry · Political science · Sociology · Subject (documents · Computer Science · Higher Education Research Studies · Mathematics · Medicine · Online and Blended Learning · Online Learning and Analytics · Psychology
Virtual Classrooms
A Framework for Designing Courses by Synergizing Project‐Based Learning With Gamification
Humanizing online higher education
Challenges of Blended Learning in Refugee Camps
Structure Social Problem Covid-19 the Practice of - Online Learning in Indonesian Higher Education
Project-based engineering learning in college
Massive open online learning for democracy in political science
Brief research report
Analysis of the Consequences of the Transition to Online Learning on the Example of Mooc Philosophy During the Covid-19 Pandemic
“A Little Flip Goes a Long Way”—The Impact of a Flipped Classroom Design on Student Performance and Engagement in a First-Year Undergraduate Economics Classroom
Collapse of Pre-Covid-19 Differences in Performance in Online vs. In-Person College Science Classes, and Continued Decline in Student Learning
Digital Hub or Hindrance? The Effects of Online Enrollment in Introductory STEM Coursework on STEM Outcomes
The promise of using study-together groups to promote engagement and performance in online courses
Effects of course modality in summer session
Humanizing college online instruction
College online courses have strong design in scaffolding but vary widely in supporting student agency and interactivity
Audio-based learning in secondary education
E-learning with multiple-try-feedback
Digital Redlining
Beyond preference
Online and face-to-face classroom multitasking and academic performance
Unlocking success
From emergency to sustainable online learning
Direct and indirect ways of being helpful in online peer help-giving interactions
Online instruction for a humanized learning experience
What predicts the use of interaction-oriented pedagogies? The role of self-efficacy, motivation, and employment stability
Tutoring in (online) higher education
The quality of online instruction and returns to instructor experience
University Online Teaching in Italy
Self‐regulatory and demographic predictors of grades in online and face‐to‐face university cohorts
Families, Schools, and the Longitudinal Changes in Psychological Distress among College Students during the First Year of the Covid-19 Pandemic
Anxiety, Stress Coping Styles and Hope for Success among Graduate Students and High School Graduates during the Covid-19 Pandemic
Opening Doors or Slamming Them Shut? Online Learning Practices and Students with Disabilities
Who Selects an Online Class Over the Same Course Face-to-Face? And Who Learns More? Results from a Mixed-Methods, Quasi-Experimental Study of Teaching the Sociology of Work and Family
Learning management systems are great but can they guarantee the acceptability of pure online classes in post-pandemic scenario
Contextualizing the Impact of the Covid-19 Pandemic on the Educational Experiences and Outcomes of Latinx College Students in Texas
Unsuitable’ environments
Impact of a Leadership Program on University Students
F2F, zoom, or asynchronous learning? Higher education students’ preferences and perceived benefits and pitfalls
I Just Didn’t Feel like a Student Anymore
Accelerating College Remediation
Toward a Comprehensive Model Predicting Credit Loss in Vertical Transfer
The Role and Influence of Exclusively Online Degree Programs in Higher Education
Examining the digital divide in online learning during the Covid-19 pandemic
Isolating the "Tech" from EdTech
| Unique citing works | 45 |
|---|---|
| Citations per year | 4,09 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 45 |