Performance and Experiences across a Traditional, Hybrid, and Online University College Curriculum

Abstract

The switch from traditional to online education amidst the COVID-19 pandemic has left many wonder- ing what the impact will be on the learning experience of students. The current study compared exam grades obtained by university college students in a psychology course with a traditional, hybrid and online class format (N=142) and distributed a questionnaire among other university college students (N=89) including items about levels of satisfaction, interaction and motivation in an online curriculum as compared to a traditional one. The main findings were that there was a statistically significant dif- ference in performance on one of three exams, in which the online grades were significantly higher than those obtained in the traditional and hybrid format. Moreover, levels of satisfaction, interaction and motivation all dropped when students switched to an online curriculum. These findings are consistent with previous research and could be explained by the inexperience of both students and professors with an online curriculum before the pandemic, causing the learning experience to be less optimal because of the suddenness of the transition. As the frequency of interaction in class decreased, so did the motivation and satisfaction of students, as these three have been shown to be highly correlated by previous studies. The higher online grades in the last exam could be explained by the gaining of experience with online teaching towards the end of the semester, the lack of social activities that were possible during this time or the increased cheating efforts in the online format.

Type

Original Research

Volume(issue)

5(2)

Publication date

August 2021

Pages

227 - 234