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Comparing Student Performance in Online and Face-to-face Delivery Modalities
Open accessAbstract
The purpose of the research was to compare student performance in an online or face-to-face (F2F) required Psychology course on three distinct sets of variables (i.e., pre-course, course, and post-course variables). Analyses revealed mixed significant and nonsignificant results. Students did not differ in terms of such variables as hours transferred to the university from prior schools, total hours earned toward their degrees, and number of hours currently attempted. However, online students had significantly lower grade point averages, missed significantly more grade opportunities, and were significantly more likely to fail the course compared to their F2F counterparts. These and other results are discussed in relation to potentially developing a different lens through which to view student performance in online courses.
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“On the other hand, some single course studies (Driscoll et al., 2012; Faidley, 2018; Helms, 2014; Johnson & Palmer, 2015) found that students who chose online courses had lower G.P.A.s and performed more poorly than face-to-face peers.”
From Post-secondary online learning in the U.S.: an integrative review of the literature on undergraduate student characteristics (2022) · cites this paper as Helms, 2014
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“G.P.A. has been noted as having a significant relationship with online course dropout (Harrell & Bower, 2011; Helms, 2014).”
From Post-secondary online learning in the U.S.: an integrative review of the literature on undergraduate student characteristics (2022) · cites this paper as Helms, 2014
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Research works printed but not linked: 7
- Waschull, S. B. Predicting success in online psychology courses: Self-discipline and motivation. Teaching of Psychology 32: 189-192 (2005). http://top.sagepub.com/
- Willging, P.A., & Johnson, S. D. Factors that influence students' decision to dropout of online courses. Journal of Asynchronous Learning Networks 8(4): 105-118 (2004). http://sloanconsortium.org/publications/jaln_main
- Brinthaupt, T. M. Development and implementation of an online careers seminar in psychology. Teaching of Psychology 37: 58-62 (2010). doi:10.1080/00986280903425953 · DOI
- Elvers, G. C., Polzella, D. J., & Graetz, K. Procrastination in online courses: Performance and attitudinal differences. Teaching of Psychology 30: 159-162 (2003). http://top.sagepub.com/
- Poirier, C. R., & Feldman, R. S. Teaching in cyberspace: Online versus traditional instruction using a waiting-list experimental design. Teaching of Psychology 31: 59-62 (2004). doi: 10.1207/s15328023top3101_11 · DOI
- Waschull, S. B. The online deliver of psychology courses: Attrition, performance, and evaluation. Teaching of Psychology 28: 143-147 (2001). http://top.sagepub.com/
- Larson, D. K., & Sung, C-H. Comparing student performance: Online versus blended versus face- to-face. Journal of Asynchronous Learning Networks 13(1): 31-42 (2009). http://sloanconsortium.org/publications/jaln_main
Cited by
Paul, J., & Jefferson, F. (2019) · Frontiers in Computer Science · doi:10.3389/fcomp.2019.00007 · Cited by 457
Spencer, D., & Temple, T. (2021) · Online Learning · doi:10.24059/olj.v25i2.2227 · Cited by 67
Hachey, A. C., Conway, K. M., Wladis, C., & Karim, S. (2022) · Journal of Computing in Higher Education · doi:10.1007/s12528-022-09319-0 · Cited by 32
“Enrollment in online courses helps these students better manage their busy schedules and provides better work/ life balance (Helms, 2014; Jaggars, 2013*; Wladis et al., 2016*).”
BackgroundResultInfluentialNo Significant Difference - Unless you are a Jumper
Fendler, R. J., Ruff, C., & Shrikhande, M. (2018) · Online Learning · doi:10.24059/olj.v22i1.887 · Cited by 20
Metadata
- Authors
- Helms, J. L.
- Affiliations
- Kennesaw State University (US)
- Corresponding author
- Helms, Jeffrey L
- Venue
- Online Learning
- Publisher
- The Online Learning Consortium
- Published
- 2014-03-27
- Volume
- 18
- Issue
- 1
- ISSN
- 1092-8235 (ISSN-L)
- 2472-5730
- 2472-5749
- OpenAlex
- W2125765280
- Cited by
- 67
- References
- 0
- Citations by year
- 2025: 4 · 2024: 10 · 2023: 7 · 2022: 19 · 2021: 8 · 2020: 3 · 2019: 3 · 2018: 2 · 2017: 5 · 2016: 2 · 2015: 2 · 2014: 2
- FWCI
- 18.86
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by
- Locations
- Online Learning (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Education during COVID-19 pandemic
- Social Sciences › Education › Educational Outcomes and Influences
- Keywords
- face-to-face teaching, student performance, psychology course, grade point average, course failure, transfer students
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- CoChat. (2026). Citation check: Comparing Student Performance in Online and Face-to-face Delivery Modalities. https://app.cochat.ai/papers/10.24059/olj.v18i1.348
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- Helms, J. L. (2014). Comparing Student Performance in Online and Face-to-face Delivery Modalities. Online Learning. https://doi.org/10.24059/olj.v18i1.348
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
