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

William E Hills¹, Sara A Brallier, Linda J Palm

¹Department of Psychology, Coastal Carolina University, Conway, South Carolina 29528, USA. hillsw@coastal.edu

Gerontology & Geriatrics Education

|May 15, 2009

Summary

Web-based and lecture-based Gerontology and Psychology of Aging courses show comparable student performance and learning outcomes. Demographic and academic profiles of students in both formats were similar, indicating a versatile educational market.

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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.