Abstract:

This research discusses a subset of the findings of a multi-year, in-depth quantitative study with the objective of assessing the effectiveness of delivering computer science courses via various approaches. The main research question addressed in this study is whether the delivery mechanism (blended or online) has an impact on course effectiveness. Several data sets are used in this study with primary focus on direct assessments. Specifically, this research measures the achievement levels of the Intended Learning Outcomes (ILOs) attained by students enrolled in online computer literacy classes and compares them to corresponding levels of the ILOs obtained when teaching the same course in a blended format. Moreover, several other students’ success indicators are measured and compared. The employed data sets have been collected over three consecutive years to enhance the accuracy and implications of the reported statistical findings. Generally, no significant differences were found regarding the attainment of all ILOs. On the other hand, blended offerings yielded favorable results that are statistically significant when considering other performance criteria such as course withdrawal and failure rates. Lastly, the remaining success indicators (chances of receiving A and overall course grade distribution) exhibited comparable distribution across both studied groups.

Keywords:

Measuring course outcomes, online computer literacy courses, assessing learning outcomes, evaluating student success.