Performance and Support Comparisons in Online and Face to Face Courses
Bob Lockhart, Raymond Flood, Pete Thomas
This paper compares datasets derivedfrom student performances and perceptions ofthe learning environment in a University ofOxfordDiploma in Computing, offered in two modes; both, part-time. In one modestudents attendface-toface classes, in the other students study at a distance, online, with support offered by tutors. Performance is measured in terms ofcontinuous assessment and examination results. Students' perceptions ofsupport and the role ofteaching staffwere determined by questionnaires. Wefound little significant difference between performances on the two modes of delivery; but students did perceive some differences in academic support. We conjecture that the nature of the academic support may be related to the attrition rate on the online version ofthe course.
Bob Lockhart is staff tutor in computing in theDepartment for Continuing Education, theUniversity of Oxfordanda fellow of Kellogg College. His main interests are in algebra and computer programming.
Raymond Floodis a university lecturer in computing studies and mathematics in theDepartment for Continuing Education, the University of Oxford and a fellow of Kellogg College. His main interests lie in statistics and the history of mathematics.
Pete Thomas has a PhD in computing fromthe University of Dundee, Scotland, and currently holds the directorship of the Centrefor Informatics Education Research in the Department of Computing at the Open University, UK. His research interests include Computer Science Education, electronic assessment, and computer understanding of diagrams. Dr. Thomas has taught and academically researched computer science formany years.
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