Student performance in e-learning courses: The impact of course duration on learning outcomes.

摘要

The purpose of this study was to compare achievement of student learning outcomes between E-learning courses delivered within a condensed timeframe to E-learning courses delivered within a traditional semester-length time frame. Its intention was to evaluate the implications associated with varying course durations within the postsecondary E-learning environment. Specifically, the researcher collected and analyzed empirical data regarding possible differences in individual achievement and satisfaction between students completing E-learning courses with varying course durations. The parameters of this research were the extent in which the duration of instruction (independent variable), prejudiced by the nature of student attributes (covariates), affects student achievement and student satisfaction (dependent variables). The study sought answers to two major questions: (a) does the duration of instruction of an E-learning course impact the level of student achievement with respect to the learning outcomes? and (b) does the duration of instruction of an E-learning course impact the level of student satisfaction?; The population of this study consisted of 156 MBA students enrolled in either a 6-week or 12-week graduate-level accounting course at Baker College. Student achievement was measured in two ways; (a) students' scores on the final exam for the accounting course, and (b) students' scores on a pre-test/post-test instrument. Student satisfaction was measured via a survey instrument.; The overall results regarding student achievement indicate the average of final exam scores and the average pre-and post-test scores for students in the six-week group were higher than that of the twelve-week group. With regard to student satisfaction the findings indicate perceived course satisfaction does not vary systematically with course duration.