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Performance Gaps between Online and Face-to-Face Courses: Differences across Types of Students and Academic Subject Areas

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  • Di Xu
  • Shanna S. Jaggars

Abstract

Using a dataset containing nearly 500,000 courses taken by over 40,000 community and technical college students in Washington State, this study examines the performance gap between online and face-to-face courses and how the size of that gap differs across student subgroups and academic subject areas. While all types of students in the study suffered decrements in performance in online courses, those with the strongest declines were males, younger students, Black students, and students with lower grade point averages. Online performance gaps were also wider in some academic subject areas than others. After controlling for individual and peer effects, the social sciences and the applied professions (e.g., business, law, and nursing) showed the strongest online performance gaps.

Suggested Citation

  • Di Xu & Shanna S. Jaggars, 2014. "Performance Gaps between Online and Face-to-Face Courses: Differences across Types of Students and Academic Subject Areas," The Journal of Higher Education, Taylor & Francis Journals, vol. 85(5), pages 633-659, September.
    • Handle: RePEc:taf:uhejxx:v:85:y:2014:i:5:p:633-659
    DOI: 10.1080/00221546.2014.11777343
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    Cited by:

    1. Hardt, David & Nagler, Markus & Rincke, Johannes, 2023. "Tutoring in (online) higher education: Experimental evidence," Economics of Education Review, Elsevier, vol. 92(C).
    2. Peter Riley Bahr & Claire A. Boeck & Phyllis A. Cummins, 2022. "Is Age Just a Number? A Statewide Investigation of Community College Students’ Age, Classroom Context, and Course Outcomes in College Math and English," Research in Higher Education, Springer;Association for Institutional Research, vol. 63(4), pages 631-671, June.
    3. Marigee Bacolod & Stephen Mehay & Elda Pema, 2018. "Who succeeds in distance learning? Evidence from quantile panel data estimation," Southern Economic Journal, John Wiley & Sons, vol. 84(4), pages 1129-1145, April.
    4. Orlov, George & McKee, Douglas & Berry, James & Boyle, Austin & DiCiccio, Thomas & Ransom, Tyler & Rees-Jones, Alex & Stoye, Jörg, 2021. "Learning during the COVID-19 pandemic: It is not who you teach, but how you teach," Economics Letters, Elsevier, vol. 202(C).
    5. Hardt, David & Nagler, Markus & Rincke, Johannes, 2022. "Can peer mentoring improve online teaching effectiveness? An RCT during the COVID-19 pandemic," Labour Economics, Elsevier, vol. 78(C).
    6. Sheryl Burgstahler, 2015. "Opening Doors or Slamming Them Shut? Online Learning Practices and Students with Disabilities," Social Inclusion, Cogitatio Press, vol. 3(6), pages 69-79.
    7. Cassandra M.D. Hart & Elizabeth Friedmann & Michael Hill, 2018. "Online Course-taking and Student Outcomes in California Community Colleges," Education Finance and Policy, MIT Press, vol. 13(1), pages 42-71, Winter.
    8. Ahn, Kunwon & Lee, Jun Yeong & Winters, John V., 2020. "Employment Opportunities and High School Completion during the COVID-19 Recession," ISU General Staff Papers 202010190700001114, Iowa State University, Department of Economics.
    9. Argenis P. Vergara-Torres & Verónica Ortiz-Rodríguez & Orlando Reyes-Hernández & Jeanette M. López-Walle & Raquel Morquecho-Sánchez & José Tristán, 2022. "Validation and Factorial Invariance of the Life Skills Ability Scale in Mexican Higher Education Students," Sustainability, MDPI, vol. 14(5), pages 1-13, February.
    10. Gomis-Porqueras, Pedro & Rodrigues-Neto, José A., 2018. "Teaching technologies, attendance, learning and the optimal level of access to online materials," Economic Modelling, Elsevier, vol. 73(C), pages 329-342.
    11. Masato Ikeda & Shintaro Yamaguchi, 2020. "Online Learning During School Closure Due to COVID-19," CIRJE F-Series CIRJE-F-1157, CIRJE, Faculty of Economics, University of Tokyo.
    12. Sylwia Michałowska & Karolina Rachubińska & Krystian Konieczny, 2022. "Anxiety, Stress Coping Styles and Hope for Success among Graduate Students and High School Graduates during the COVID-19 Pandemic: The Moderating Role of Remote Learning," IJERPH, MDPI, vol. 19(15), pages 1-13, August.
    13. John M. Krieg & Steven E. Henson, 2016. "The Educational Impact of Online Learning: How Do University Students Perform in Subsequent Courses?," Education Finance and Policy, MIT Press, vol. 11(4), pages 426-448, Fall.
    14. repec:thr:techub:10018:y:2021:i:1:p:40-55 is not listed on IDEAS
    15. Masato Ikeda & Shintaro Yamaguchi, 2021. "Online learning during school closure due to COVID-19," The Japanese Economic Review, Springer, vol. 72(3), pages 471-507, July.
    16. Umut TURK, 2021. "A multilevel analysis of the contextual effects in distance education outcomes during COVID-19," Eastern Journal of European Studies, Centre for European Studies, Alexandru Ioan Cuza University, vol. 12, pages 149-169, August.
    17. Jane Amunga, 2021. "Leveraging technology to enhance STEM Education Amidst the Covid-19 pandemic: An overview of pertinent concerns," Technium Social Sciences Journal, Technium Science, vol. 18(1), pages 40-55, April.
    18. Carolyn Chisadza & Matthew Clance & Thulani Mthembu & Nicky Nicholls & Eleni Yitbarek, 2021. "Online and face‐to‐face learning: Evidence from students’ performance during the Covid‐19 pandemic," African Development Review, African Development Bank, vol. 33(S1), pages 114-125, April.
    19. Fengxia Zhu & Yueyun Zhang & Qi Li & Yuanyao Xu & Baozhong Liu, 2022. "Families, Schools, and the Longitudinal Changes in Psychological Distress among College Students during the First Year of the COVID-19 Pandemic: Evidence from a National Panel Survey in China," IJERPH, MDPI, vol. 19(19), pages 1-14, October.
    20. Justin C. Ortagus, 2018. "National Evidence of the Impact of First-Year Online Enrollment on Postsecondary Students’ Long-Term Academic Outcomes," Research in Higher Education, Springer;Association for Institutional Research, vol. 59(8), pages 1035-1058, December.
    21. Dr. Oliver Magasu (PhD), 2021. "Learner Centred Education LCE amidst Corona Virus in Selected Secondary Schools in Zambia: Challenges, New Trends and Way Forward," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 5(09), pages 717-722, September.
    22. Yovav Eshet & Pnina Steinberger & Keren Grinautsky, 2021. "Relationship between Statistics Anxiety and Academic Dishonesty: A Comparison between Learning Environments in Social Sciences," Sustainability, MDPI, vol. 13(3), pages 1-18, February.
    23. Kameshwari Shankar & Punit Arora & Maria Christina Binz-Scharf, 2023. "Evidence on Online Higher Education: The Promise of COVID-19 Pandemic Data," Management and Labour Studies, XLRI Jamshedpur, School of Business Management & Human Resources, vol. 48(2), pages 242-249, May.
    24. Rikito Hori & Makoto Fujii, 2021. "Impact of Using ICT for Learning Purposes on Self-Efficacy and Persistence: Evidence from Pisa 2018," Sustainability, MDPI, vol. 13(11), pages 1-12, June.
    25. Maura A. E. Pilotti & Khadija El Alaoui & Hanadi M. Abdelsalam & Rahat Khan, 2023. "Sustainable Development in Action: A Retrospective Case Study on Students’ Learning Before, During, and After the Pandemic," Sustainability, MDPI, vol. 15(9), pages 1-17, May.

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