Learning from Assessment: Effect of Changes in an Online Course on Students' Perceptions and Performance

Student satisfaction with, and performance in, a first-offer online agrisales course was compared with that of students enrolled in a simultaneously-taught classroom course. Online and classroom students were equally satisfied with the course and the instructor using most measures, and student overall performance did not differ. However, online students tended to do better on exams while classroom students demonstrated a greater ability to apply course concepts to a practical setting. Changes were made in the online course to improve student understanding of and ability to apply course concepts. Specifically, online student exams were no longer open-note / open-book and were proctored. On-campus online students also participated in their final sales presentation with classroom students. Coinciding with these changes were improvements in satisfaction and performance among online students, and a change in their use of class resources.


Issue Date:
2007
Publication Type:
Report
PURL Identifier:
http://purl.umn.edu/7640
Total Pages:
13
Series Statement:
Agribusiness & Applied Economics Report No. 612




 Record created 2017-04-01, last modified 2017-08-23

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