Does Course Format Impact Student Learning Outcomes? A Causal-Comparative Study of Online, Hybrid, and Face-to-Face Student Learning Outcomes in an Undergraduate Teacher Preparation Course.

摘要

Institutes of higher education are offering distance education courses at an annually increasing rate. These increases have led to research examining the relationship that student learning outcomes has with course format. As a result, research literature is rich with studies examining the relationship that course format has with student learning outcomes for online and face-to-face courses, but little research has been done looking at learning outcomes by face-to-face, hybrid, and online course formats. Therefore, this causal comparative study was designed to determine if a relationship existed between face-to-face, hybrid, and online course formats and student learning outcomes. The data were collected from three categories evaluated in a summative outcomes assessment rubric and from mean student scores from the same assessment in an undergraduate teacher preparation course on instructional technology. Based on the data obtained, this study found that a relationship existed between face-to-face, hybrid, and online course formats and pre-service teachers abilities to use technology to access and manage information, to integrate technology into instruction to address the needs of students, and to review and evaluate technology for instructional value. Additionally, a relationship existed between course format and overall student outcomes. As a result of these findings, it was concluded that course format, specifically the hybrid format, had a direct impact on student outcomes. This study has implications for chief academic officers, online learning departments, and academic department chairs.