Author: Ivy0003

Choice and Performance Relationship, Not Always Friendly

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This post is provided by guest blogger, E Ivy, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

A university faculty member studied the correlation between course registration timeliness & availability of choice in selecting courses, and achieving course completion with higher grades. When early registrants could choose an in-person or online course – and selected online – they completed the course and earned higher grades than their peers who registered late, with only the online option. One of the biggest performance gaps were with drop, fail and withdrawal students. The study concludes, if another face-to-face class was available, some students might have preferred and chosen it, and performed better. The study did not review specific student characteristics. 

I recommend postsecondary educators review this study as they may be interested in its literature review, hypotheses, and data analysis. I find this study conducted by a Judd Leighton School of Business and Economics faculty member to be credible. This study is helpful because it affirms that students have different learning preferences and compatibility with class modality. While some students have adapted to, and even prefer online education, in-person classes may best suit other learners. The findings highlight the importance of choice availability, as students may opt for e-learning courses only when the alternative is no class at all.

Pathak, B. K. (2019). Study of e-learning outcomes: The role of late-registration and self-selection. The e – Journal of Business Education & Scholarship of Teaching, 13(1), 13-19. Retrieved from EJ1239138.pdf (ed.gov)

Grading E-learning Outcomes, Pun Intended

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This post is provided by guest blogger, E Ivy, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

The writer of the Brown Center Chalkboard blog suggests there could be cause for concern for the online learning levels of higher education students. While much of the post-pandemic attention surrounding e-learning loss has been given to K-12 learners, data reveals college students performed worse in e-learning courses than in face-to-face classes. For learners who are male and less academically prepared, the negative implications of online learning are greater.  However, differences in characteristics of students who choose in-person versus online options may impact some outcomes. At least one finding indicates hybrid courses experience similar results to in-person learning.

This blog site with writings by scholars and fellows in association with the research and public policy-based Brookings Institution is a credible source. I recommend higher education faculty and administrators review the article, as they may be interested in its assessment. The information, with research links included, is helpful in that it discusses and suggests we give attention to postsecondary online learning (in addition to K-12 education). As e-learning continues to expand and evolve, educators may be able to glean from this information and adjust where needed, to help ensure virtual learners are learning as effectively as their in-person counterparts.

Cellini, S. R. (2021, August 13). How does virtual learning impact students in higher education?. Brookings. https://www.brookings.edu/blog/brown-center-chalkboard/2021/08/13/how-does-virtual-learning-impact-students-in-higher-education/