IEEE Transactions on Professional Communication Mar 2023

Comparing Student Learning in Face-to-Face Versus Online Sections of an Information Technology Course

Samir Shah Drexel University ; Bay Arinze Drexel University

Abstract

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</b> The recent COVID-19 pandemic forced most universities into online course delivery. As such, the rapid expansion of online learning and the prospect of its permanent increase for many institutions have sharpened the issue of the efficacy of remotely delivered courses. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Literature review:</b> Past studies have compared face-to-face (FTF) courses with online courses, with mixed results. However, the broad understanding is that efficacy differs based on the subject area. Educators frequently view theory-based courses as being better suited to online teaching than hands-on or experiential courses. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research question:</b> Can information technology courses—especially those that are more experiential and technical—be supported through online learning given the extent of differences in efficacy between online and face-to-face experiential, technical courses? <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research methodology:</b> We compared multiple sections of an experiential IT Outsourcing class over several quarters in two course delivery modes. The two modes were FTF delivery and online synchronous delivery. Students in each course section responded to two surveys where they rated their knowledge of different topics at the start and end of the course. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results:</b> Online students reported greater increases in learning on average across all measured items. Self-reported knowledge gains were significantly greater in five items, mostly in soft skills and project management knowledge. The only significantly improved technical IT skill was in using software for virtual meetings. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusions and implications for education:</b> We conclude that universities should embrace teaching experiential IT-based courses virtually, as it is possible to obtain greater improvements in self-efficacy, counter to much existing research. This is especially the case as instructional technology improves.

Journal
IEEE Transactions on Professional Communication
Published
2023-03-01
DOI
10.1109/tpc.2022.3228025
CompPile
Open Access
Closed
Topics
teacher development online writing instruction
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