Comparing Student Performance in a Graduate-Level Introductory Biostatistics Course Using an Online versus a Traditional in-Person Learning Environment

References

• Arviso, C. C. (2019), “Comparison of Adaptive Online Education with Adaptive Traditional Face-to-Face Education at Navajo Technical University: A Quantitative Study,” Ph.D. diss., Northcentral University, ProQuest Dissertations Publishing, UMI No. 22624713. Available at http://proxygw.wrlc.org/login?url=https://search-proquest-com.proxygw.wrlc.org/docview/2312801710?accountid=11243.
   Google Scholar
• Ary, E. J., and Brune, C. W. (2011), “A Comparison of Student Learning Outcomes in Traditional and Online Personal Finance Courses,” MERLOT Journal of Online Learning and Teaching, 7, 465–474.
   Google Scholar
• Atchley, W., Wingenbach, G., and Akers, C. (2013), “Comparison of Course Completion and Student Performance through Online and Traditional Courses,” International Review of Research in Open and Distributed Learning, 14, 104–116. DOI: 10.19173/irrodl.v14i4.1461.
   Web of Science ®Google Scholar
• Barnes, K., Marateo, R. C., and Ferris, S. P. (2007), “Teaching and Learning with the Net Generation,” Innovate: Journal of Online Education, 3, 1. Available at https://nsuworks.nova.edu/innovate/vol3/iss4/1.
   Google Scholar
• Caywood, K., and Duckett, J. (2003), “Online Vs. On-Campus Learning in Teacher Education,” Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 26, 98–105. DOI: 10.1177/088840640302600203.
   Google Scholar
• Chen, C., and Jones, K. (2007), “Blended Learning versus Traditional Classroom Settings: Assessing Effectiveness and Student Perceptions in an MBA Accounting Course,” Journal of Educators Online, 4, 1–15, DOI: 10.9743/JEO.2007.1.3.
   Google Scholar
• Chingos, M. M., Griffiths, R. J., Mulhern, C., and Spies, R. R. (2017), “Interactive Online Learning on Campus: Comparing Students’ Outcomes in Hybrid and Traditional Courses in the University System of Maryland,” The Journal of Higher Education, 88, 210–233. DOI: 10.1080/00221546.2016.1244409.
   Web of Science ®Google Scholar
• Devaney, T. A. (2010), “Anxiety and Attitude of Graduate Students in On-Campus Vs. Online Statistics Courses,” Journal of Statistics Education, 18, 15. DOI: 10.1080/10691898.2010.11889472.
   Google Scholar
• Dutton, J., and Dutton, M. (2005), “Characteristics and Performance of Students in an Online Section of Business Statistics,” Journal of Statistics Education, 13, 24. DOI: 10.1080/10691898.2005.11910564.
   Google Scholar
• Eom, S., and Ashill, N. (2016), “The Determinants of Students’ Perceived Learning Outcomes and Satisfaction in University Online Education: An Update*,” Decision Sciences Journal of Innovative Education, 14, 185–215. DOI: 10.1111/dsji.12097.
   Web of Science ®Google Scholar
• Eom, S. B., Wen, H. J., and Ashill, N. (2006), “The Determinants of Students’ Perceived Learning Outcomes and Satisfaction in University Online Education: An Empirical Investigation,” Decision Sciences Journal of Innovative Education, 4, 215–235. DOI: 10.1111/j.1540-4609.2006.00114.x.
   Google Scholar
• Evans, S. R., Wang, R., Yeh, T.-M., Anderson, J., Haija, R. M., McBratney-Owen, P. M., Peeples, L., Sinha, S. K., Xanthakis, V., Rajicic, N., and Zhang, J. (2007), “Evaluation of Distance Learning in an ‘Introduction to Biostatistics’ Class: A Case Study,” Statistics Education Research Journal, 6, 59–77.
   Google Scholar
• Ginder, S. A., Kelly-Reid, J. E., and Mann, F. B. (2018), “Enrollment and Employees in Postsecondary Institutions, Fall 2017; and Financial Statistics and Academic Libraries, Fiscal Year 2017: First Look (Provisional Data) (NCES 2019-021rev),” Report, U. S. Department of Education, National Center for Education Statistics.
   Google Scholar
• Graham, V., and Lazari, A. (2018), “College Algebra - Online Section Versus Traditional Section,” Georgia Journal of Science, 76, 1–6.
   Google Scholar
• Gundlach, E., Richards, K. A. R., Nelson, D., and Levesque-Bristol, C. (2015), “A Comparison of Student Attitudes, Statistical Reasoning, Performance, and Perceptions for Web-Augmented Traditional, Fully Online, and Flipped Sections of a Statistical Literacy Class,” Journal of Statistics Education, 23, 1–33, DOI: 10.1080/10691898.2015.11889723.
   Web of Science ®Google Scholar
• Holmes, C. M., and Reid, C. (2017), “A Comparison Study of On-campus and Online Learning Outcomes for a Research Methods Course,” The Journal of Counselor Preparation and Supervision, 9, DOI: 10.7729/92.1182.
   Google Scholar
• Kim, K.-J., Bonk, C. J. (2006), “The Future of Online Teaching and Learning in Higher Education: The Survey Says …,” Educause Quarterly, 29, 22–30. Available at http://www.educause.edu/ero/archive/eq.
   Google Scholar
• Larreamendy-Joerns, J., and Leinhardt, G. (2006), “Going the Distance With Online Education,” Review of Educational Research, 76, 567–605. DOI: 10.3102/00346543076004567.
   Web of Science ®Google Scholar
• Loux, T. M., Varner, S. E., and VanNatta, M. (2016), “Flipping an Introductory Biostatistics Course: A Case Study of Student Attitudes and Confidence,” Journal of Statistics Education, 24, 1–7. DOI: 10.1080/10691898.2016.1158017.
   Web of Science ®Google Scholar
• Mathieson, K. (2010), “Comparing Outcomes between Online and Face-to-Face Statistics Courses: A Systematic Review,” In Proceedings of the Eighth International Conference on Teaching Statistics. Available at http://iase-web.org/Conference_Proceedings.php?p=ICOTS_8_2010.
   Google Scholar
• McFarlin, B. (2008), “Hybrid Lecture-Online Format Increases Student Grades in an Undergraduate Exercise Physiology Course at a Large Urban University,” Advances in Physiology Education, 32, 86–91. DOI: 10.1152/advan.00066.2007.
   PubMed Web of Science ®Google Scholar
• McGready, J., and Brookmeyer, R. (2013), “Evaluation of Student Outcomes in Online Vs. Campus Biostatistics Education in a Graduate School of Public Health,” Preventive Medicine, 56, 142–144. DOI: 10.1016/j.ypmed.2012.11.020.
   PubMed Web of Science ®Google Scholar
• McLaren, C. H. (2004), “A Comparison of Student Persistence and Performance in Online and Classroom Business Statistics Experiences,” Decision Sciences Journal of Innovative Education, 2, 1–10. DOI: 10.1111/j.0011-7315.2004.00015.x.
   Google Scholar
• Means, B., Toyama, Y., Murphy, R., Bakia, M., and Jones, K. (2010), “Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies,” Report, U. S. Department of Education, Office of Planning, Evaluation, and Policy Development, Policy and Program Studies Service. Available at https://eric.ed.gov/?id=ED505824.
   Google Scholar
• Milic, N. M., Trajkovic, G. Z., Bukumiric, Z. M., Cirkovic, A., Nikolic, I. M., Milin, J. S., Milic, N. V., Savic, M. D., Corac, A. M., Marinkovic, J. M., and Stanisavljevic, D. M. (2016), “Improving Education in Medical Statistics: Implementing a Blended Learning Model in the Existing Curriculum,” PLoS One., 11, e0148882. DOI: 10.1371/journal.pone.0148882.
   PubMed Web of Science ®Google Scholar
• Noble, J. V. (2004), “For Science and Math, Skip the Online Course,” Communications of the Association for Computing Machinery, 47, 12–13.
   Google Scholar
• Paden, R. R. (2006), “A Comparison of Student Achievement and Retention in an Introductory Math Course Delivered in Online, Face-to-Face, and Blended Modalities,” Ph.D. diss., Capella University, ProQuest Dissertations Publishing, UMI No. 3237076. Available at http://proxygw.wrlc.org/login?url=https://search-proquest-com.proxygw.wrlc.org/docview/304916870?accountid=11243.
   Google Scholar
• Paul, J., and Jefferson, F. (2019), “A Comparative Analysis of Student Performance in an Online vs. Face-to-Face Environmental Science Course From 2009 to 2016,” Frontiers of Computer Science, 1, 7. DOI: 10.3389/fcomp.2019.00007.
   Google Scholar
• Rovai, A. P., and Jordan, H. (2004), “Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fully Online Graduate Courses,” The International Review of Research in Open and Distributed Learning, 5, 1–13, DOI: 10.19173/irrodl.v5i2.192.
   Google Scholar
• Sandars, J., and Morrison, C. (2007), “What is the Net Generation? The Challenge for Future Medical Education,” Medical Teacher, 29, 85–88. DOI: 10.1080/01421590601176380.
   PubMed Web of Science ®Google Scholar
• Smith, G. G., Heindel, A. J., and Torres-Ayala, A. T. (2008), “E-learning Commodity or Community: Disciplinary Differences between Online Courses,” Internet and Higher Education, 11, 152–159. DOI: 10.1016/j.iheduc.2008.06.008.
   Web of Science ®Google Scholar
• Stack, S. (2015), “Learning Outcomes in an Online vs Traditional Course,” International Journal for the Scholarship of Teaching and Learning, 9, 5. DOI: 10.20429/ijsotl.2015.090105.
   Google Scholar
• Stephenson, W. R. (2001), “Statistics at a Distance,” Journal of Statistics Education, 9 [online]. Available at ww2.amstat.org/publications/jse/v9n3/stephenson.html.
   Google Scholar
• Sue, V. (2005), “Comparing Online and Traditional Courses,” Academic Exchange Quarterly, 9, 30–34.
   Google Scholar
• Summers, J. J., Waigandt, A., and Whittaker, T. A. (2005), “A Comparison of Student Achievement and Satisfaction in an Online Versus a Traditional Face-to-Face Statistics Class,” Innovative Higher Education, 29, 233–250. DOI:/10.1007/s10755-005-1938-x. DOI: 10.1007/s10755-005-1938-x.
   Google Scholar
• Sun, A., and Chen, X. (2016), “Online Education and its Effective Practice: A Research Review,” Journal of Information Technology Education: Research, 15, 157–190. DOI: 10.28945/3502.
   Web of Science ®Google Scholar
• Tanyel, F., and Griffin, J. (2014), “A Ten-Year Comparison of Outcomes and Persistence Rates in Online versus Face-to-Face Courses,” available at https://www.westga.edu/∼bquest/2014/onlinecourses2014.pdf.
   Google Scholar
• Utts, J., Sommer, B., Acredolo, C., Maher, M. W., and Matthews, H. R. (2003), “A Study Comparing Traditional and Hybrid Internet-Based Instruction in Introductory Statistics Classes,” Journal of Statistics Education, 11, available at ww2.amstat.org/publications/jse/v11n3/utts.html. DOI: 10.1080/10691898.2003.11910722.
   Google Scholar
• Volery, T., and Lord, D. (2000), “Critical Success Factors in Online Education,” International Journal of Educational Management, 14, 216.
   Google Scholar
• Wagner, S. C., Garippo, S. J., and Lovaas, P. (2011), “A Longitudinal Comparison of Online Versus Traditional Instruction,” MERLOT Journal of Online Learning and Teaching, 7, 68–73.
   Google Scholar
• Ward, B. (2004), “The Best of Both Worlds: A Hybrid Statistics Course,” Journal of Statistics Education, 12, DOI: 10.1080/10691898.2004.11910629.
   Google Scholar
• Werhner, M. J. (2010), “A Comparison of the Performance of Online versus Traditional On-Campus Earth Science Students on Identical Exams,” Journal of Geoscience Education, 58, 310–312. DOI: 10.5408/1.3559697.
   Google Scholar
• Wilson, S. G. (2013), “The Flipped Class: A Method to Address the Challenges of an Undergraduate Statistics Course,” Teaching of Psychology, 40, 193–199. DOI: 10.1177/0098628313487461.
   Web of Science ®Google Scholar
• Winquist, J. R., and Carlson, K. A. (2014), “Flipped Statistics Class Results: Better Performance Than Lecture Over One Year Later,” Journal of Statistics Education, 22, DOI: 10.1080/10691898.2014.11889717.
   Google Scholar
• Wladis, C., Conway, K. M., and Hachey, A. C. (2015), “The Online STEM Classroom-Who Succeeds? An Exploration of the Impact of Ethnicity, Gender, and Non-traditional Student Characteristics in the Community College Context,” Community College Review, 43, 142–164. DOI: 10.1177/0091552115571729.
   Web of Science ®Google Scholar
• Xu, D., and Jaggars, S. S. (2014), “Performance Gaps between Online and Face-to-Face Courses: Differences Across Types of Students and Academic Subject Areas,” Journal of Higher Education, 85, 633–659. 2016), DOI: 10.1353/jhe.2014.0028.
   Web of Science ®Google Scholar
• Yablon, Y. B., and Katz, Y. J. (2001), “Statistics Through the Medium of the Internet: What Students Think and Achieve,” Academic Exchange Quarterly, 5, 17–22.
   Google Scholar
• Zacharis, N. Z. (2010), “The Impact of Learning Styles on Student Achievement in a Web-Based Versus an Equivalent Face-to-Face Course,” College Student Journal, 44, 591–597.
   Google Scholar