The latest studies have focused on whether online learning is as powerful as learning in traditional classroom environments. Cao and Sakchutchawan (2011) sought to inquire if on-line and conventional MBA classes were similar when it comes to quality and student satisfaction. Results didn’t show significant differences between class passing rates for on-line versus conventional pupils, but did show significant differences in class fulfillment with lower mean ratings for on-line classes. The writers reasoned that students registered in pupils registered in conventional MBA classes as well as on-line MBA classes performed; yet, on-line MBA students were satisfied with their learning experiences.
By comparison, Ashby, Sadera and McNary (2011) analyzed performance results across three distinct circumstances (i.e. face to face, blended and on-line) for pupils registered in an intermediate developmental community college mathematics class. They found that pupils registered in the conventional class scored worse than those pupils in blended and on-line classes on lessons tests and earned lower lessons averages. Additionally, the pupils in the on-line class followed by blended and conventional surroundings indicating online learning to be more efficient than classroom earned more passing scores. The online students were distributed fairly evenly throughout social classes although some accessed from remote locations using VPNs
Effect sizes were bigger for mixed (d=0.35) versus totally on-line classes (d=0.05). Aragon, Johnson and Shaik (2002) sought to determine if pupils registered in graduate degree online versus in person lessons (Human Resources classes) differed on learning style choices and if these learning style tastes changed success in on-line versus in person learning circumstances. Results suggested the groups differed in cognitive managements with on-line pupils demonstrating greater brooding observations and favoring abstract conceptualisation (i.e. learning by believing), whereas conventional pupils reported increased use of active experiment (i.e. learning by doing). Nevertheless, results suggested that differences in learning style preferences didn’t change learning success for both groups. The writers reasoned that online learning can be as powerful as conventional classroom learning if learning style preferences differ.
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