A COMPARISON OF ONLINE AND FACE-TO-FACE INSTRUCTION IN AN

UNDERGRADUATE FOUNDATIONS OF AMERICAN EDUCATION COURSE

Barbara Slater Stern (2004) stated that this article examines the similarities and differences for one
course, Foundations of American Education, when offered in traditional face-to-face and online formats.
The respondents in this research paper are the students and the data analysis used both qualitative and
quantitative measures. This article examines the similarities and differences for one course, Foundations
of American Education, when offered in traditional face-to-face and online formats. The study examined
multiple sections of the course as offered by the same instructor with similar enrollment (n = 25/section).
When comparing the same course delivered online and face to face, several conclusions can be reached.
One, for the course to be effective, the time that must be allotted for online teaching will remain an issue
for an instructor, as the workload is significantly higher. For students, a familiarity with their own
learning styles and the desire and motivation to shoulder responsibility for online learning will be major
factors in their success. While the instructor can, and should, design and monitor the course to ensure that
all students are kept on track and participating, student time management and organizational skills will
remain paramount. Additionally, students with better reading and writing skills will do better in online
classes. The literature continues to report that traditional students (age 18-24) believe they learn more in
face-to-face courses but choose online courses for various personal reasons. In terms of learning, students
who apply themselves diligently should be successful in either format if the course, online or face-to-face,
is well designed. That conclusion presumes that the issues surrounding class size are under control and
that the instructor has a course load that makes the intensity of the workload feasible.

THE IMPACT OF ONLINE LEARNING AND TECHNOLOGY ON STUDENT

Colleen Halupa (2016) stated that the intent is to increase awareness of issues that may occur with
technology use in children and teens, particularly those from low-income households, who report more
technology use overall. The respondents of this research paper were the American teenagers but there no
theories were found in the research paper. The data gathering used in this research paper was interviews.
According to Lenhart 2 of the Pew Research Center, in 2015 92% of American teens age 13-17 reported
going online daily; 24% all teens reported they go online almost constantly. The breakdown by ethnicity
of teens that are online constantly was as: 34% percent of African American, 32% of Hispanic and 19%
of white teens. In this Internet Research Project study done by Pew, 56% of teens reported going online
several times a day, and only 8% reported going online less than weekly. Caution must be used in
technology use in both children and adolescents. It is important to balance technology use with other
activities that promote relationships, creativity and development. Excessive use can negatively impact the
physical, mental, emotional and social development of youth.

PROCRASTINATION PREDICTS ONLINE SELF-REGULATED LEARNING

Jon-Chao Hong, Yi-Fang Lee b, Jian-Hong Ye stated that to address this gap, the present study explored
the ineffectiveness of online learning and examined how it can be predicted by self-regulated online
learning and participants’ procrastination disposition. Among them, females accounted for 292 (55%) of
the respondents, males for 238 (45%), and there were 178 graduates (33.5%) and 353 undergraduates
(66.5%). The convenience sampling strategy was conducted and the sample for the study was recruited
via professors who had joined the Global Chinese Association of Inquiry-based Learning social network.
In online learning, students studying by themselves may have less spontaneous interactions, and there are
concerns about the effectiveness or their learning. To understand this issue, we explored the correlations
between individual academic procrastination, six types of SROL and online learning during the
coronavirus lockdown. Briefly, the results indicated that participants with high levels of academic
procrastination had low levels of SROL, leading to high perceived ineffectiveness of online learning.
POTENTIAL NEGATIVE EFFECTS OF MOBILE LEARNING ON STUDENTS
LEARNING ACHIEVEMENT AND COGNITIVE LOAD. A FORMAT
ASSESSMENT PERSPECTIVE

Hui Chun Chu (2013) states that owing to the advancement of mobile and wireless communication
technologies, an increasing number of mobile learning studies have been conducted in recent years. In a
mobile learning environment, students were able to learn indoors and outdoors with access to online
sources at any time. The participants in this experiment were two classes of fifth grade students at an
elementary school in Taiwan. One class was assigned to be the experimental group, and the other was the
control group. The students were assigned to these two classes by S-shaped contribution. It is concerned
with the way in which human’s cognitive architecture deals with learning objects during the learning
process or when performing a particular task. In this study the student’s cognitive loads as well as their
learning outcomes of an in-field mobile learning activity are investigated. In field- mobile learning refers
to the learning activities conducted in the field using mobile devices. This study indicated that to foster
student’s ability of applying learned knowledge or skills to new situations, it is important to consider
several aspects of learning design, including the presentation of learning materials, the structure of the
materials and linkage of the new knowledge. This study explores the effect of online learning strategies
on a mobile learning environment that combines digital learning resources and real-world learning
contexts. The findings of this study are helpful to those researchers who plan to develop mobile learning
system or conduct mobile learning activities in the future.

RESEARCH ON NEGATIVE EFFECT ON E-LEARNING

Mortaza Mokhtari Nazarlou (2013) states that this paper expounds the negative effect of E-learning in
respect that E-learning commits harm to learners' health, results in "lost in internet", strengthens learners'
separation from real world, weakens learners' logical ability and eases face- to- face interactive
relationship. There are no respondents in this research, and he used qualitative measuring. Above all,
although E-learning has huge influence on promoting study, it is still not a perfect educational means
there are still a lot of intractable problems. It does not matter E- learning import advanced technology, it
cannot substitute face-to-face communication between teacher and students and students and practical
activity, mention less education of thousand- year of human’ history.

Comparing the Effectiveness of Classroom and Online Learning: Teaching

Anna Ya Ni (2003), stated that this paper provides evidence that student performance as measured by
grade is independent of the mode of instruction. Persistence in an online environment may be more
challenging in research methods classes than in other public administration classes. Furthermore,
participation may be less intimidating, and the quality and quantity of interaction may be increased in
online classes. The purpose of this study is to compare student performance in online and face-to-face
classes in terms of interaction and efficacy in a public administration class. This study uses student
performance records from the six classes as well student survey responses from two (one online and one
face-to-face) of the classes. Students' participation in the survey was anonymous and voluntary. The study
compares learning effectiveness in six (three online and three face-to-face) research methods classes
taught by the same instructor in the MPA program at the California State University-San Bernardino from
the fall academic quarter of 2010 to the spring quarter of 2012. The program requires all online courses be
comparable to their in-class counterparts. MPA students, based on their own needs, have the option to
enroll in a course either online or face-to-face. This study compares the effectiveness of online and
classroom learning, attempting to go beyond grades and to include a logical assessment of interaction,
effective ness in achieving learning objectives, and student persistence. The results of this study indicate
that although student performance is independent of the mode instruction, certain courses (such as
Research Methods in Administration) are more challenging to students who persist in the virtual
environment than in the classroom.
Comparison of Learning Outcomes from Online and Face-to-Face Accounting
Courses

Joel Faidley (2018) stated that, the purpose of this quasi-experimental ex-post-facto study was to compare
student outcomes from two Principles of Accounting courses both delivered in two methods of
instruction: traditional face-to-face (F2F) and an online asynchronous format. The online content for both
courses was developed with assistance of academic technology professionals at the participating
university. The general perception is an online education is not as robust as the traditional face-to-face
method of instruction (Brazina & Ugras, 2014; Verhoeven & Wakeling, 2011). Online testing for course
progress is typically in a nonproctored environment and if monitored at all is within the learning
platform’s constraints of being time bound. The researcher used both qualitative and quantitative method
of data gathering. Official databases were used as secured repositories including course, section, student
identification, final grade, age, gender, ACT composite score, ACT math score, and ETSU GPA.
Individual students and instructors were de-identified prior to the researcher receipt of the data for this
study. ACCT 2010 and ACCT 2020 were not identified or segregated in the use of the data for analyses
as this would compromise the confidentiality of students from a potential reidentification of the data. In
the present study both instructors of the Principles of Accounting classes required onsite campus exams or
proctored exams in bona fide testing centers across the country. Controlled testing was a key part of what
classes and sections were included in the present study to reduce the potential for cheating and present
data that are valid and reliable. The use of Academic Technology Services at the participating university
to create the online content of these courses should also be noted.

Online learning and the effects on functional health: a pilot study

Jessica Mangis (2016) states that, the purpose of this study was to investigate the effects of participation
in an online learning course on functional health. A total of 35 students (22 in Medical Terminology and
13 in Personal and Community Health) were invited to participate in the survey through an announcement
in their Canvas (online learning platform) courses. The instrument chosen for this survey was the Short
Form Health Survey 1.0 (SF-36) (Ware et al., 1993). The SF-36 is a questionnaire of 36 items measuring
eight variables including: physical functioning, role limitations due to physical health, role limitations due
to emotional problems, energy/fatigue, emotional well-being, social functioning, pain, and general health.
It also included a single item that provided an indication of perceived change in health. The results of this
study appear to support past research that online learning has a strong correlation to functional health. The
primary issue with the outcomes was the small sample size and dichotomous breakdown of the
demographics in the population. More obligations related to a decrease in general health in the
participants in the present study.

A Comparison Study of On-campus and Online Learning Outcomes for a Research

Courtney M. Holmes, Christine Reid (2017), states that participants included 40 master’s-level counseling
students in a CORE-accredited. Rehabilitation Counseling program located in the southeastern United
States. Twenty students were in the online learning group and twenty students were in the on-campus
group. This study used data from an experiential class assignment designed to illustrate an example
element of program evaluation. Students in both classes were required to complete a course pre-test and
course post-test as one measure of learning outcomes for the course. Although completion of the pre-test
and post-test was a required assignment, the actual scores on these tests were not factored into the
students’ grades in the course. Counselor education researchers must strive to adequately research any
potential differences in efficacy relating to online learning. As the field continually moves toward the
incorporation of online learning courses and fully accredited master’s-level and doctoral programs, it is
essential to examine whether types of instructional modality result in differences in learning outcomes for
counseling students. Because the counseling field is a “high-touch” occupation, one in which human
relationships and interpersonal connections are crucial to the efficacy and value of the profession
(Naisbitt et al., 1999), any discrepancies in student perception of learning, as well as actual learning
outcomes between teaching modalities must be identified. This study provides evidence of the
equivalence of learning outcomes for on-campus and online learning instruction of the same counselor
preparation course taught by the same instructor, but additional research is needed to replicate the study
with other content areas and other instructors.

The impact of online learning on students’ course outcomes: Evidence from a large
community and technical college system.

Shanna Smith Jaggars (2013) states that to estimate the impact of online versus face-to-face course
delivery on student course performance. The respondents in this research were Thomas Bailey, Judith
Scott Clayton, Jonah Rockoff, Aaron Pallasm Clive Belfield, Jennifer Hill. They used an administrative
dataset of students who initially enrolled in one of Washington State’s 34 two-year public community or
technical colleges during the fall term of 2004. The dataset, provided by the Washington State Board of
Community and Technical Colleges, included information on student demographics. They used a Basic
empirical model to proceed their research paper. The result is In descriptive terms, across the total sample
of 125,218 course enrollments the overall course persistence rate was 93%, with a gap between online
courses (91%) and face-to-face courses (94%). For enrollments that persisted until the end of the semester
(N = 116,830), the average grade was 2.65 (on a 4-point scale), also with a gap between online courses
(2.54) and face-to-face courses (2.68).

STUDENT EXPERIENCES IN ONLINE COURSES A QUALITATIVE

Stephanie J. Blackmon and Claire Major (2012), states that as online learning continues to grow, it is
important to investigate students’ overall experiences in online learning environments. Understanding
students’ perspectives on their online classes or programs moves beyond the sole question of student
satisfaction to more nuanced questions about how factors inside and outside of the classroom impact the
online classroom. This qualitative research synthesis explored students’ experiences with online learning.
For example, some students were satisfied with their online courses but still struggled with balancing
online courses and work responsibilities. Holly and Taylor explored students’ experiences in an online
nursing course, and Howland and Moore studied students’ perceptions and experiences in online courses.
Shieh et al. investigated students’ and instructors’ perceptions of an online course. Lyall and McNamara
looked at influences on students’ learning in online courses, and Whipp and Lorentz explored how help
from instructors impacted students’ online learning experiences. We will use the concept of constitutive
abstraction outlined by Cooper (2002) as the theoretical framework to guide our investigation. Cooper
(2002) asserted that “technology enables a more constitutively abstract mode of engagement with the
world” (p. 4). In the technology-mediated environment, then, being is established sans concrete reality:
Being is deconstructed and reconstructed in the new environment. Technology enables social integration
to shift from face-to-face communication to more disembodied forms of communication, so participants
in the online environment can engage outside of one another’s presence (copresence). Therefore, Cooper
emphasized that although technology can make social relations more abstract, the physical disconnect
simultaneously can make for more intimate connections. We will employ the theoretical framework to
help us interpret our data and develop themes. Given the explosion of online learning during the past
decade, it is hardly surprising that there has been an attendant explosion of research on this learning
approach. The initial search resulted in close to 50 potential studies. The hand searching and ancestry
searching yielded additional articles. We limited the review to peer-reviewed, published articles, which
adds a built-in layer of quality control. Articles that did not include interview data and comments from
students were omitted from this study. The final number of studies included in the review was 10
(Dickey, 2008; Hara & Kling, 2000; Holley & Taylor, 2008; Howland & Moore, 2002; Lyall &
McNamara, 2000; Melrose & Bergeron, 2007; Motteram & Forrester, 2005; Shie Gummer, & Niess,
2008; Whipp & Lorentz, 2008; Zembylas, Theodorou, & Pavlakis, 2008). We did not include articles that
studied distance education more broadly because such studies typically do not specify the type of distance
education; there are different forms of distance education (e.g., televised instruction versus online
learning). We also limited the search to those questions that are of concern to students, and did not focus
on organizational issues like expenditures, tuition, et cetera. We searched specifically for research
articles, rather than opinion pieces, and limited the search to articles published since 1998 (when the
personal computer became more accessible, when learning management systems became more common,
and when, consequently, the growth of online learning really began). Finally, we limited the search by
educational level and focused only on articles that were categorized as “higher education,” “post
secondary education,” or “2-year colleges.” We also hand-searched tables of contents of several key
journals and reviewed the set of articles to scan bibliographies, in an ancestry approach to uncovering
articles. We appraised the quality of articles through application of a question set to examine congruence
of research question to design; methods of data collection, handling, and analysis in the original studies;
as well as an indication of researcher positionality of the original authors. We believe that the studies
taken together suggest that students take online courses for a number of personal reasons. Several factors
influence their experience, some of which students control and some of which faculty control. Students
have to balance work and family, to manage time, and to make a personal commitment. Instructors should
work to establish presence in the absence of physical copresence, work to build intellective relationships
with students, and work to create a sense of community. It is a balance of student and information about
whether students will likely continue to accept online delivery of instruction and factors that will
influence their persistence and retention in these courses.