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ASYNCHRONOUS ONLINE EDUCATION AND INTRODUCTORY STATISTICS:
THE ROLE OF LEARNER CHARACTERISTICS
by
Nicholas Peter Gorman
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2011
Copyright 2011 Nicholas Peter Gorman
Object Description
| Title | Asynchronous online education and introductory statistics: The role of learner characteristics |
| Author | Gorman, Nicholas Peter |
| Author email | ngorman@usc.edu;ngorman@fullerton.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-08-10 |
| Date submitted | 2011-11-19 |
| Date approved | 2011-11-21 |
| Restricted until | 2011-11-21 |
| Date published | 2011-11-21 |
| Advisor (committee chair) | Hentschke, Guilbert C. |
| Advisor (committee member) |
Seli, Helena McMahan, Shari |
| Abstract | Increasingly, online classes have been used to address the rising demand for statistics training and calls for improved curricula. However, little empirical research has examined the efficacy of online statistics courses. The present study sought to fill this niche by comparing the grades, attrition, pass rates, and satisfaction of 181 students enrolled in 4 face-to-face and 2 online introductory health science statistics courses. As methodological controls, the online and face-to-face curriculums were made as similar as possible, a single instructor taught all 6 classes, and blinded teaching assistants conducted all grading. In addition, differences in students’ demographic characteristics, psychological factors, time constraints, and previous knowledge were assessed and controlled for prior to examining their learning outcomes. Contrary to past findings, face-to-face students outperformed online students in terms of their exam scores and pass rates. In addition, online students were found to be closer to graduation, less likely to be pursuing a Health Science degree, had taken more mathematics courses, placed lower value on their statistics training, displayed more negative attitudes toward statistics, and reported less confidence in their ability to learn statistics software. The implications of these findings for educators and researchers are examined in depth. |
| Keyword | online learning; statistics; asynchronous; Articulate; learner characteristics; curriculum; efficacy; learning |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Contributing entity | University of Southern California |
| Rights | Gorman, Nicholas Peter |
| Physical access | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@dots.usc.edu |
| Archival file | uscthesesreloadpub_Volume6/etd-GormanNich-425-0.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@dots.usc.edu |
| Full text | ASYNCHRONOUS ONLINE EDUCATION AND INTRODUCTORY STATISTICS: THE ROLE OF LEARNER CHARACTERISTICS by Nicholas Peter Gorman A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION December 2011 Copyright 2011 Nicholas Peter Gorman |
