Does Proximity Matter in Learning? Comparing an Online and Flipped Course Format

• In Event: 18.072 - Roundtable Session 6
  In Roundtable Session: 18.072-6 - Instructional Design in Online and Blended Settings

Abstract

The aim of this study was to assess the effect of course format on student performance in a college level Roman history course using the potential outcomes framework. After matching students taking the course in an online format with students taking the course in a face-to-face “flipped” format on propensity scores, the ATE was not significant for the final course grade, but there was a significant difference of just over two-thirds of a letter grade for the other assessments. These findings suggest that the choice of outcome measure may influence results and that a face-to-face flipped format will result in enhanced learning when compared to a conventional online course. Suggestions for future research are discussed.

Authors

• Raymond Brown, The University of Texas - Austin

• Stephanie B. Corliss, The University of Texas - Austin

• Jennifer Ebbeler, University of Texas