A Comparison of Online and Face-To-Face Instruction in an Undergraduate Foundations of American Education Course

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Stern, B.S. (2004). A Comparison of Online and Face-To-Face Instruction in an Undergraduate Foundations of American Education Course. Contemporary Issues in Technology and Teacher Education, 4(2), 196-213. AACE.
Retrieved from http://www.editlib.org/p/19939.

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Journal Information

Contemporary Issues in Technology and Teacher Education
ISSN 1528-5804
Volume 4, Issue 2, 2004
Association for the Advancement of Computing in Education (AACE)

More Information on CITE Journal

Author

Barbara Slater Stern, James Madison University, United States

Abstract

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 data analysis used both qualitative and quantitative measures. Several conclusions were reached: (a) for the course to be effective, the time that must be allotted for online teaching will remain an issue that instructors may struggle with as the workload is significantly higher; (b) 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; (c) 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 of paramount importance; and (d) students with more proficient reading and writing skills will perform better in online classes. Suggestions for further research include focusing on whether or not certain types of courses are more appropriate for online instruction and developing a repertoire of instructional strategies to accommodate a range of learning styles.

Keywords

• Elementary Education
• Distance Education
• Educational Technology
• Instructional Design
• Preservice Teacher Education

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