Online Learning Efficacy Research Database

As Generation Z (born 1995–2012) students replace Millennial (born 1981–94) students on college campuses, instructors may begin to evaluate and structure their courses based on how this new generation best learns. Generation Z students were exposed to such things as the internet, smart phones, personal computers, and laptops since infancy and, hence, are very comfortable with technology and multitasking. The purpose of this study was to compare students’ overall grades and perceptions of the course and instructor in a face-to-face vs. an online/hybrid basic floral design course taken by a majority Generation Z student population. The face-to-face course consisted of live lectures that met twice per week for 50 min at an assigned time; reading materials and standard lecture slides were used. The hybrid course had content placed online within weekly modules and released to students in an asynchronous manner each Monday. Both versions of the course had a face-to-face laboratory that met once per week. Comparisons of grades between the face-to-face and hybrid course formats were made using analysis of variance tests. A Mann-Whitney U test was used to determine if there were statistically significant differences in the way students in each course format answered the end of semester course and instructor evaluation survey. Of those that took the course, a majority [466 (98.3%)] was between the ages 18 and 24 years, within the Generation Z era. When comparing grades within this group, it was found students in the hybrid course received more A and B letter grades overall [223 (91%)] compared with the students of the same age range in the face-to-face course [198 (88.7%)]. Overall, seniors and juniors scored higher grades in both the hybrid and face-to-face course when compared with the sophomore and freshmen within the same class. No significant difference was found between the face-to-face and hybrid students’ responses to any of the 11 questions on the course and instructor evaluation survey. Results showed an overall high level of satisfaction (4.50) for both the face-to-face and hybrid format. 
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This study determined equivalent performance and transfer to practical skills in plant identification that occurred using a computer-based simulated lab compared to an original hands-on lab. United Kingdom undergraduate students and continuing education adults at a university participated. Significant differences were assessed between students using simulated and traditional labs considering academic scores, students’ abilities to transfer learning from classroom to hands-on tasks, and student assessed quality of learning. All course activities were identical except that the experimental group did lab activities with an online simulation, and the control group used in-person, hands-on labs. While academic scores were not different, the experimental group performed significantly better in transference of learning and indicated overall satisfaction significantly higher than the control group. 
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At the University of Georgia, HORT 3020 (Introduction to Fruit Crops) is a two-credit survey of the botanical characteristics, taxonomy, and production practices of the world's major fruit crops. It is offered via traditional classroom instruction, and as a distance education (DE) course through the University System of Georgia Independent Study program. The DE version of the course is designed to be identical in content, final exam, and grading scale. However, due to the nature of independent study, the end-of-topic evaluations are open-book, written assignments in the DE course, whereas students in the classroom version have closed-book quizzes at the end of each topic. Student performance in the two versions of the course was compared over a 3-year period (May 1998 to May 2001) by analyzing scores on end-of-topic evaluations, final exams, and overall course grades. Students in the DE version had higher scores on end-of-topic evaluations in all 3 years, higher scores on a comprehensive final exam in 2 of 3 years, and consequently higher overall course grades than classroom students in all 3 years. Better performance of DE over classroom students may have been related to 1) qualitative differences in end-of-topic evaluations (written assignments versus quizzes), 2) differences in student demographics (nontraditional students in DE, traditional undergraduates in classroom), 3) the elective (DE) versus required (classroom) nature of the courses, or 4) differences in course duration (1 year for DE, 15 weeks for classroom). Equal or better performance of DE students suggests that survey courses such as Introduction to Fruit Crops can be offered via distance education without compromising learning outcomes. 
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