Online Versus In-Class Courses: An Examination of Differences in Learning Outcomes

Abstract

There has been a steady increase in the number of students taking online courses. It was estimated that there were “3,077,000 [students] enrolled in all distance education courses...in 2000-2001. Fifty-six percent of two and four-year degree-granting institutions offered some type of distance learning and 90 percent of those institutions deliver at least some of their courses via the internet” (D’Orsie & Day, 2006, p. 1). Moreover, as of fall 2007, nearly 4 million students participated in online courses, and 30% of institutions with education related degrees (teaching credentials and graduate degrees) had completely online programs (Allen & Seaman, 2008). Recent data stated that the University of Phoenix online program was now the fourth highest ranked institution of degree producers for minority baccalaureates (Borden, 2009). Given this steady increase in online courses, more and more universities see the need to examine how to offer their curriculum online in order to continue to attract students. Berge (1998) noted, “impediments to online teaching and learning can be situational, epistemological, philosophical, psychological, pedagogical, technical, social, and/or cultural” (p. 2). One significant barrier to teaching online courses has been faculty concerns. Some faculty perceive that while teaching online may increase enrollment and interest in the program, it does so at the risk of decreasing student learning. Moore (2007) argued that “Administrators must also perform the particularly

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