DO COLLEGE STUDENTS PERFORM WORSE IN ONLINE COURSES? ONE STUDY’S ANSWER

Now, it is fast becoming an integral aspect, and a common tool, in the wider aspect of higher education, as a result of the COVID-19 pandemic. A multi-semester comparison of student performance between multiple traditional and online sections of two management courses. Second, the operationalization measure of “grade” or “score” to determine performance level may be lacking in scope and depth.

As Odriozola-González et al. pointed out, more longitudinal studies are needed to analyze the long-term impact of the COVID-19 pandemic and to draw conclusions about the cause and effect relationships between the variables involved. As a further robustness check in Table5, we create a panel for each student across the six assignment grades so we can control for individual heterogeneity. We create a post‐lockdown binary variable that takes the value of 1 for the lockdown period and 0 otherwise.

So the teacher is new role is to be a learning facilitator, a guide for his students. He should not only help his students locate information, but more importantly question it and reflect upon it and formulate an opinion about it. Another reason for the adoption of the online learning is that higher institution did not hesitate one moment to integrate it as a primary tool of education.

These results suggest that burnout does not affect all emotional states in the same way, and while some may not increase as time progresses or even decrease, such as worry or confusion, others such as boredom may increase (Canet-Juric et al., 2020). Qalm is relevant for teachers and academic institutions to understand how their students feel in each phase of the pandemic and to adapt the type of support provided at each moment. It is important for an educator to evaluate which type of learning activity that has an important impact on students’ performance. It will help the curriculum designers to adjust and improve the syllabus content accordingly. Two types of analyses are conducted quantitatively and qualitatively; the first analysis relies on the learning activities grades and course final scores. The second one relies on students’ feedback through reflective essays and teachers’ perception towards their students’ learning progress.

By evaluating student success based on academic performance, we have not had the opportunity to discuss other factors that relate to student success in higher education. These non-academic success factors may also act as a support and protective factor to the achievement of academic success (Vesely et al., 2007; Sadera et al., 2009; Stallman, 2010). Evaluating only one type of academic success construct contributes to the narrowing focusing in education research (York et al., 2015). Therefore, whilst the importance of academic performance will never, and nor should it ever be overlooked–it is also time to shift focus toward ensuring and understanding how to best support students to also attain non-academic successes .

Additionally, some students report feelings of social isolation in online learning (Protopsaltis & Baum, 2019). Most students today are taking advantage of distance/online learning programs. Working professionals, high school students, and even traditional college students register in virtual learning classes. aem content management system , traditional classroom degrees trump online educational degrees in terms of hiring preferences. Many academic and professional organizations do not consider online degrees on par with campus-based degrees . Often, prospective hiring bodies think Web-based education is a watered-down, simpler means of attaining a degree, often citing poor curriculums, unsupervised exams, and lenient homework assignments as detriments to the learning process.

To the researcher, China, United States of America, India, the United Kingdom, South Korea, and Côte d’Ivoire have been known to invest most in online learning. In Ghana, even before the pandemic, some tertiary institutions, including the University of Cape Coast employed online teaching and learning in some of the courses that the student reads. Some of them are accessibility, affordability, pedagogy, assessment and evaluation, and institutional support. A number of studies support the economic benefits of online vs. F2F learning, despite differences in social constructs and educational support provided by governments. Zhang and Worthington reported an increasing cost benefit for the use of distance education over F2F instruction as seen at 37 Australian public universities over 9 years from 2003 to 2012.

Previous experience in a qualitative driven, descriptive subject may have resulted in a “false sense of confidence” (Dotterweich and Rochelle, 2012, p. 135), and potentially a learning style interference. However, Goad et al. found students who had taken at least one other online unit prior to their online physical education subject, were more likely to complete the subject (i.e., passing grade or higher) than those with no prior experience. Factors, constructs or variables including student and course related, academic or non-academic, were included in this review. Studies that included the variable of interest as the online mode of delivery itself were excluded, as well as studies that solely examined non-generalisable online learning strategies, systems or tools that are web-based.