This study compared outcomes for identical courses offered in two delivery modes: online/asynchronous and face-to-face/synchronous. The study measured gain scores from pre-tests to post-tests, grades as percentages, and student satisfaction. Students answered questions to determine if they had the prerequisites to succeed in the online course. While most previous research found little difference in student performance between online and face-to-face courses, this study was designed to provide a more objective comparison as it was not conducted by the instructors themselves.

1. First study<br />Title<br />A RESEARCH STUDY CONDUCTED BY THE GALILEO EDUCATIONAL NETWORK<br />Jennifer Lock PhD<br />University of Calgary<br />Objective <br />The objectives of the study were to:<br />• identify and describe emerging, innovative pedagogical practices that prepare and<br />support pre-service teachers to integrate technology effectively in their practicum and<br />pre-service education;<br />• situate these emerging practices within the context of the research literature;<br />• generalize themes from individual cases that add to the body of research knowledge and<br />theory about the factors that contribute to the successful and sustained use of innovative<br />technology-based pedagogical practices within teacher education;<br />• provide recommendations for future action in terms of teacher preparation <br />Methodology <br />Interviews<br />Each nominated faculty member was interviewed on campus, using a semi structured format. Interview questions for all participants may be found in Appendix A. These interviews were videotaped. Where appropriate, one or more classes were also videotaped. Students from each class volunteered for semi structured, videotaped interviews, and we chose randomly from among each group that agreed to participate. On occasion, we interviewed participants separately, and on others, interviewed the students in small groups.<br />http://www.galileo.org/research/publications/ctt.pdf<br />Second study <br />Title<br />A Comparison of Online and Face-to-Face Delivery Modes Jane M. Carey<br />Purpose <br />This study compares outcome measures for identical courses offered in two delivery modes. One delivery mode is Web-based, online, and asynchronous, and the other is face-to-face and synchronous. Outcome measures for both modes include gain scores (difference between pretest and posttest knowledge), grade expressed as a percentage, and student satisfaction<br />Audience <br />Use of a pretest/posttest instrument aids in the control of student differences in content knowledge prior to the beginning of the course<br />This study is designed to provide the undergraduate, global business major at a small, urban, upper-division university with the information-system concepts necessary to be a general manager.<br /> Methodology <br />The students answer a set of fifteen questions designed to determine whether they have the hardware, software, level of computer experience, and self-determination to successfully complete the course online. If a student can answer yes to the majority of the questions, he/she is recommended to take<br />Conclusion <br />The relationship between course-delivery mode and course outcomes is poorly understood. To this date, most research indicates that there is little difference in the performance of students taking online courses and students taking face-to-face classes. Much of this research is suspect since it is often conducted by the instructors who are teaching the classes themselves. These insturctors have vested interest in showing positive outcomes for the online-delivery mode<br />the course online. However, there is no enforcement of this condition, and students are allowed to make their own decisions.<br />