|Published online: March 11, 2014||$US5.00|
The fast growth of internet based communication and technologies in the past few years have impacted the teaching strategies and stimulated eagerness in many educators to change their traditional teaching methods. This quantitative non-experimental study was conducted to examine the statistical differences between the withdrawal rates, passing rates, and final grades for student in online and traditional, face-to-face college-level Anatomy and Physiology courses. Archival data were collected from Fall 2009 through Spring 2012. Results indicated a lower withdrawal and higher passing rates in the online sections than the face-to-face sections, although the difference was not statically significant. Moreover, the rate of A students in the online classes was significantly higher than face-to-face classes. The findings supported current literature on the effectiveness of online courses on increasing student passing rate and increasing their chances for high final grades, yet contradicted current literature on the increased withdrawal rate in online courses. Specifically, the finding gave insights on the importance of distance education in college-level Anatomy and Physiology course.
|Keywords:||Distance Education, Course Management System, Biology Education|
The International Journal of Science, Mathematics and Technology Learning, Volume 20, Issue 2, March 2014, pp.17-28. Article: Print (Spiral Bound). Published online: March 11, 2014 (Article: Electronic (PDF File; 627.858KB)).
Biology and Education Professor, Math and Science Division, South Texas College, McAllen, Texas, USA
English professor, Division of Liberal Arts and Social Sciences, South Texas College, McAllen, Texas, USA