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Since distance education was first introduced in higher education, there has beencontroversy attached to whether it is as effective as face-to-face instruction. Theexplosion of Internet-driven instruction has only accelerated the discussion. This studywas undertaken in a Midwestern university technology administration program, abachelor’s degree completion program for students with an existing occupationallyoriented associate degree. Eight-hundred eighty-five students were identified for thesample. A two-factor ANOVA was used to answer the first research question: Is there is astatistically significant difference between students’ grades in online classes andtraditional face-to-face classes? Results showed no significant difference between thegrades of online and face-to-face students. Chi-square analysis was used for ResearchQuestion 2: Is there a statistically significant difference between course retention inonline classes and traditional face-to-face classes? No significant difference was foundbetween course retention in online classes and face-to-face classes. Last, ResearchQuestion 3 was answered utilizing chi-square analysis. Research Question 3 was, Is therea statistically significant difference between program retention for students entering theprogram enrolled in online classes and students entering the program enrolled intraditional face-to-face classes? The data showed no significant difference in courseretention of students who began the program in online courses and students who began inface-to-face courses. Implications for further action include recommendations forexpansion of online courses and programs supported by the research data. Analysis ofexisting data of other online courses and programs is recommended. Recommendationsfor further research included analyzing different delivery variations and continued study of bachelor’s degree completion programs. Additional recommendations consisted offurther analysis of specific retention factors affecting students in online education,including factors such as age, gender, and GPA on entering the program. |
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