Web-based gerontology courses: how do they measure up?

Area of Science:

• Gerontology
• Psychology of Aging
• Online Education
• Higher Education Pedagogy

Background:

• Traditional lecture-based courses are common in Gerontology and Psychology of Aging.
• The rise of online learning necessitates comparison with traditional methods.
• Understanding student characteristics and their impact on learning in different formats is crucial.

Purpose of the Study:

• To compare student performance in Web-based versus lecture-based Gerontology and Psychology of Aging courses.
• To analyze demographic and academic characteristics of students in each format.
• To determine if these characteristics differentially predict learning outcomes.

Main Methods:

• Comparative study involving 289 undergraduate students.
• Data collected on student performance (percentage of points earned).
• Analysis of demographic (age, class standing, gender, race) and academic (GPA, SAT scores) characteristics.

Main Results:

• No significant difference in student performance between Web-based and lecture-based courses.
• Web-based course students were older and more likely upperclassmen.
• Demographic and academic variables did not differentially predict performance across formats.

Conclusions:

• Web-based and lecture-based gerontology courses attract similar student markets.
• Student learning outcomes are comparable across Web-based and lecture-based formats.
• Online learning is a viable alternative for Gerontology and Psychology of Aging education.