Determining the effectiveness of web-based distance education in mitigating the rural-urban achievement gap
Notice bibliographique
Résumé
This study was designed to understand how the delivery method of web-based distance courses compares to that used in classroom-based courses and to determine whether students in web-based distance courses perform on par with those in classroom-based courses, if given the same contexts. Until this is more fully understood, any differences in achievement levels between web-based distance courses and classroom-based courses will be poorly understood, leaving the potential that future decision-making will be based on simplistic notions related to any existing differences. It is the intent of this study to compare student achievement between web-based distance and classroom-based courses with particular focus on determining the effectiveness of web-based distance education in lessening the rural-urban achievement gap. -- The data for this study came from the Department of Education, Newfoundland and Labrador and the Center for Distance Learning and Innovation, Newfoundland and Labrador. I studied two cohorts of high school chemistry and physics students who completed Level II and Level III science courses between September 2002 and June 2005. These students were categorized into four groups based on locality (rural or urban) and course delivery method (classroom-based or web-based). The categories were as follows: (1) urban students who enrolled only in classroom-based chemistry and physics courses, (2) rural students who enrolled only in classroom-based chemistry and physics courses, (3) rural students who enrolled in Level II classroom-based chemistry and physics courses and Level III web-based chemistry and physics courses, and (4) rural students who enrolled only in web-based chemistry and physics courses. A repeated measures general linear model was used to predict students' achievement in the Level II and Level III chemistry and physics courses in each of the above noted categories. -- The main finding from this analysis was that there were no achievement differences between urban students who enrolled only in classroom-based chemistry and physics courses, and rural students who enrolled only in web-based chemistry and physics courses. However, there was an achievement difference between urban and rural students who enrolled in Level III classroom-based chemistry and physics courses. Consequently, I conclude that web-based distance education chemistry and physics courses delivered through CDLI are not only as effective as the physics and chemistry courses offered in the traditional classroom-based environment, but they have the potential to overcome the achievement gap between rural and urban students that has traditionally favored the urban students.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».