Abstract
In recent years, the Australian tertiary education sector embraced the gradual adaption of the dual mode system in course delivery in universities and higher degree education providers. In such systems, students have the option, as well as the flexibility, to undertake the same course in a face-to-face (F2F) environment and/or an online environment. This article presents an evaluation of the dual mode design of a first-year business statistics course delivered at the Griffith University. In this article, we discuss the various aspects of the dual mode design in the course, emphasizing the use of consistent teaching strategies for the F2F and online student cohorts. Moreover, we present a comparative analysis of learning satisfaction and academic performance of the two cohorts within the dual mode system. Using t-tests, nonparametric tests, and propensity score matching estimators we provide new insights into dual mode course design. Our results suggest no significant difference in student experiences and outcomes. Discussion and analysis presented in this article is useful as feedback for further improvement in teaching strategies in the delivery of dual mode courses.
| Original language | English |
|---|---|
| Pages (from-to) | 90-98 |
| Number of pages | 9 |
| Journal | Journal of Statistics Education |
| Volume | 27 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - Jun 2019 |
| Externally published | Yes |
Bibliographical note
Copyright 2019 The Authors. Published with License by Taylor & Francis Group, LLC. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.Keywords
- Academic performance
- Dual mode
- Learning satisfaction