The document discusses research into whether online or face-to-face classes are better for student learning and socialization. It addresses research questions about knowledge retention, benefits of each format, and how students at the University of Central Florida are affected. The document outlines different types of online courses and discusses studies showing flexibility as the main reason UCF students take online classes, though socialization may be reduced online. It also summarizes a study finding no difference in teaching quality between formats.

1. “Literacy and
Socialization: Are
Online or Face-to-
Face Classes
Better?”
Trisha Sissons
April 19, 2012

2. Research Questions
Is taking an online course taking away from
our retention of knowledge?
Are online classes more beneficial than
face-to-face courses?
How are the students at the University of
Central Florida affected by online courses?

3. Online courses…
 Are courses in which there is no need for
face to face instruction and all of the
material you learn is self-directed.
 There are different kinds of online
courses…
 WWW
 Video stream
 Hybrid

4. Discussion
Socialization
 TuChih-Hsiung and McIssac Marina agree
when they write, “Social presence
positively influences online
interaction.”(140)
 Thereare different roles we can partake
in when being in an online course. (Nagel)

5. Students’ Feelings
 One study showed that students who take online
courses do worse in online courses than those who
took face to face courses.
 Another study showed that online courses have a
much higher enrollment than regular face to face
courses.
 Online learning offers flexibility and it also offers
students to direct themselves through the course
at their own pace and with their own learning style
(El Mansour)

6. Teaching Strategies
 Author Carle found that in a study of about
10,000, teachers “do not differ generally
across online and face-to-face instruction
modes”
 Author Carlos Gonzalez expresses in his
findings different conceptions that professors
hold and these conceptions differ from being
very interactive with the students to just being
a “transfer of knowledge” to the web and
they students.

7. Methods
 Distributed
through
online channels.
 Aimed towards
UCF students
 10 questions
 Alternating
between multiple
choice and free
response questions

8. Discussion
How interactive was
your teacher
throughout the
course?
Results
Very
Somewh
at
Not so
much
Not at all

9. Results
Why do UCF students take
online courses?
 The number one response was because
of flexibility.

10. Results
Despite the differences throughout
all of the other answers throughout
the survey, 100% of participants said
that they would retake an online
course.

11. Why This Matters….
 My research questions bring about the
question of if we pay for our own classes
should we lose knowledge because it’s a
more flexible option?
 College students should know what they
are getting into before taking classes and
how it may affect how they do in the class.
 Isthe socialization we lose in the class worth
the socialization or extra time we will get
outside of class?

13. Works Cited
 Carle, Adam. "Evaluating college students’ evaluations of a professor’s teaching effectiveness across
time and instruction mode (online vs. face-to-face) using a multilevel growth modeling approach."
Computers and Education 53.2 (2009): 429-435. Academic Search Premier. Web. 24 Feb. 2012.
 Chih-Hsiung, Tu, and Marina McIssac. "The Relationship of Social Presence and Interaction in Online
Classes." American Journal of Distance Education 16.3 (2002): 131. Academic Search Premier. Web.
16 Feb. 2012.
 Coates, Dennis, Humphreys, Brad R. Kane, John and Vachris, Michelle A.” “No significant distance”
between face-to-face and online instruction: evidence from principles of economics.” Economics
Education Review 23.5 (2004):533-546. Academic Search Premier. Web. 5 March 2012.
 El Mansouri, Bassou, and Davison Mupinga. "Students positive and negative experiences in hybrid and
online classes." College Student Journal 14 (2007): 242-248. Academic Search Premier. Web. 14 Feb.
2012.
 Kattney, Therese. “Study: Students Taking Online Classes Have Much Higher Satisfaction, Reenrollment
Rates.” Distance Education Report 15.21 (2011):5-8. Academic Search Premier. Web 5 March 2012.
 Lee, Jang-Wan. "Online support service quality, online learning acceptance, and student
satisfaction." Internet and Higher Education 13.4 (2010): 277-283. Academic Search Premier. Web. 24
Feb. 2012.
 Mahoney, Sue. "Mindset Change; Influences on Student Buy-in to Online Classes." Quarterly Review of
Distance Education 10.1 (2009): 75-83. Academic Search Premier. Web. 12 Feb. 2012.
 McAllister, Charles and Watkins, Paul. “Increasing Academic Integrity in Online Classes by Fostering
the Development of Self-regulated Learning Skills.” Clearing House 85.3 (2012): 96-101. Academic
Search Premier. Web. 28 March. 2012.
 Morrison, Rodger. "A comparison of online versus traditional student end-of-course critiques in resident
courses." Assessment and Evaluation in Higher Education 36.6 (2011): 627-641. Academic Search
Premier. Web. 16 Feb. 2012.
 Nagel, L., S. Blignaut, and C. Cronje. "Read-only participants: a case for student communication in
online classes." Interactive Learning Environments 17.1 (2009): 37-51. Academic Search Premier. Web.
14 Feb. 2012.
 Ouzts, Karen. “Sense of Community in Online Courses.” Quarterly Review of Distance Education7.3
(2006):285-296. Academic Search Premier. Web. 5 March 2012.