Exploring Learners’ Adherence to High-Structure Course Design on Performance in Online and In-Person Settings (Poster 23)

• In Event: Friday Poster Session 9:35 am
  In Poster Session: Trends and Issues in Technology-Based Environments

iPresentation URL: https://aera24-aera.ipostersessions.com/Default.aspx?s=33-73-C4-90-D9-07-D0-9C-27-60-0B-85-6C-88-E1-75

Abstract

Due to the increasing prominence of online learning, there is a need to better explore the conditions under which psychological learning theories may support student learning in these environments. Our study explored whether a finding established in face-to-face courses (i.e., students’ adherence to high-structure course design predicts performance) would be replicated in an online learning environment. We found adherence to high-structure course design and prior knowledge were positive, statistically significant predictors of course performance across both modalities. However, learners more often adhered to high-structure and its associated effects were stronger for in-person learners, suggesting further tailoring of high-structure course design to the particular needs of online learners is warranted.

Authors

• Michael Abdul Ghani Berro, University of North Carolina - Chapel Hill

• Matthew L. Bernacki, University of North Carolina - Chapel Hill

• Robert D Plumley, University of North Carolina - Chapel Hill

• Shelbi Laura Kuhlmann, University of Memphis

• Laura Ott, University of North Carolina - Chapel Hill

• Kelly Hogan, Duke University

• Jeff A. Greene, University of North Carolina - Chapel Hill