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首页> 美国卫生研究院文献>British Journal of Pharmacology >The Costs of Online Learning: Examining Differences in Motivation and Academic Outcomes in Online and Face-to-Face Community College Developmental Mathematics Courses
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The Costs of Online Learning: Examining Differences in Motivation and Academic Outcomes in Online and Face-to-Face Community College Developmental Mathematics Courses

机译：在线学习的成本：检查在线和面对面社区大学发展数学课程的动机和学业成绩的差异

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摘要

Although online courses are becoming increasingly popular in higher education, evidence is inconclusive regarding whether online students are likely to be as academically successful and motivated as students in face-to-face courses. In this study, we documented online and face-to-face students’ academic motivation and outcomes in community college mathematics courses, and whether differences might vary based on student characteristics (i.e., gender, underrepresented ethnic/racial minority status, first-generation college status, and adult learner status). Over 2,400 developmental mathematics students reported on their math motivation at the beginning (Week 1) and middle (Weeks 3, 5) of the semester. Findings indicated that online students received lower grades and were less likely to pass from their courses than face-to-face students, with online adult learners receiving particularly low final course grades and pass rates. In contrast, online and face-to-face students did not differ on incoming motivation, with subgroup analyses suggesting largely similar patterns of motivation across student groups. Together, findings suggest that online and face-to-face students may differ overall in academic outcomes but not in their motivation or differentially based on student characteristics. Small but significant differences on academic outcomes across modalities (Cohen’s ds = 0.17–0.28) have implications for community college students’ success in online learning environments, particularly for adult learners who are most likely to be faced with competing demands.
机译：尽管在线课程在高等教育中越来越受欢迎，但关于在线学生是否可能像面对面课程的学生一样，在学术上取得成功和积极性尚无定论。在这项研究中，我们记录了在线和面对面学生在社区大学数学课程中的学习动机和学习成果，以及差异是否会根据学生特征（即性别，代表性不足的少数民族/少数民族，第一代大学）而有所不同身份和成人学习者身份）。超过2,400名发展数学学生在学期开始（第1周）和中期（第3、5周）报告了他们的数学动机。研究结果表明，在线学生的学习成绩较低，通过考试的机会比面对面的学生要小，在线成人学习者的最终课程成绩和通过率特别低。相比之下，在线和面对面的学生在输入动机方面没有差异，亚组分析表明，各学生群体的动机动机基本相似。总之，研究结果表明，在线和面对面的学生的整体学习成绩可能有所不同，但其动机没有差异，也没有因学生的特点而有所差异。跨模式的学术成果之间存在细微但显着的差异（Cohen ds = 0.17–0.28）对社区大学生在在线学习环境中的成功具有影响，特别是对于最有可能面临竞争需求的成年学习者。

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