Online or Face-to-Face: Do Mission-Related Student Learning Outcomes Differ?
This study investigated how an authentic assessment program was used to examine student learning outcomes within the context of a Christian university's institutional mission, core values, and distinctive qualities. For the purposes of this study, an authentic assessment program is defined as a...
Authors: | ; ; ; ; |
---|---|
Format: | Electronic Article |
Language: | English |
Check availability: | HBZ Gateway |
Journals Online & Print: | |
Fernleihe: | Fernleihe für die Fachinformationsdienste |
Published: |
Taylor & Francis
[2019]
|
In: |
Christian higher education
Year: 2019, Volume: 18, Issue: 3, Pages: 177-187 |
RelBib Classification: | AD Sociology of religion; religious policy CB Christian life; spirituality CF Christianity and Science |
Online Access: |
Volltext (Resolving-System) |
MARC
LEADER | 00000caa a22000002 4500 | ||
---|---|---|---|
001 | 1671878922 | ||
003 | DE-627 | ||
005 | 20220218115931.0 | ||
007 | cr uuu---uuuuu | ||
008 | 190822s2019 xx |||||o 00| ||eng c | ||
024 | 7 | |a 10.1080/15363759.2018.1460882 |2 doi | |
035 | |a (DE-627)1671878922 | ||
035 | |a (DE-599)KXP1671878922 | ||
040 | |a DE-627 |b ger |c DE-627 |e rda | ||
041 | |a eng | ||
084 | |a 0 |a 1 |2 ssgn | ||
100 | 1 | |a Lang, Charlotte S. |e VerfasserIn |4 aut | |
245 | 1 | 0 | |a Online or Face-to-Face |b Do Mission-Related Student Learning Outcomes Differ? |c Charlotte S. Lang |
264 | 1 | |c [2019] | |
336 | |a Text |b txt |2 rdacontent | ||
337 | |a Computermedien |b c |2 rdamedia | ||
338 | |a Online-Ressource |b cr |2 rdacarrier | ||
520 | |a This study investigated how an authentic assessment program was used to examine student learning outcomes within the context of a Christian university's institutional mission, core values, and distinctive qualities. For the purposes of this study, an authentic assessment program is defined as assessing student-produced work within the context of the institutional mission. A sample of 1,814 undergraduate students taking one or more general education courses at the university during the 2007-2009 academic years was examined for any significant differences in student learning outcomes. A univariate analysis of covariance (ANCOVA) indicated the Student Assessment System (SAS) scores for the online students were not significantly different from the SAS scores for the face-to-face (F2F) students after controlling for course grade. These results suggest that online students achieved the same critical mission-related educational outcomes that the university required of its F2F students. An implication of this finding is that the university just as effectively articulated its faith-based mission and vision to the online students as it did to its students taking classes F2F. | ||
601 | |a Student | ||
652 | |a AD:CB:CF | ||
700 | 1 | |a Holzmann, Gwetheldene |e VerfasserIn |4 aut | |
700 | 1 | |a Hullinger, Hallett |e VerfasserIn |4 aut | |
700 | 1 | |a Miller, Mary Lou |e VerfasserIn |4 aut | |
700 | 1 | |a Norton, Timothy D. |e VerfasserIn |4 aut | |
773 | 0 | 8 | |i Enthalten in |t Christian higher education |d London, UK : Taylor & Francis, 2002 |g 18(2019), 3, Seite 177-187 |h Online-Ressource |w (DE-627)378571389 |w (DE-600)2134566-1 |w (DE-576)27271223X |x 1539-4107 |7 nnns |
773 | 1 | 8 | |g volume:18 |g year:2019 |g number:3 |g pages:177-187 |
856 | 4 | 0 | |u https://doi.org/10.1080/15363759.2018.1460882 |x Resolving-System |3 Volltext |
951 | |a AR | ||
ELC | |a 1 | ||
ITA | |a 1 |t 1 | ||
LOK | |0 000 xxxxxcx a22 zn 4500 | ||
LOK | |0 001 3508119688 | ||
LOK | |0 003 DE-627 | ||
LOK | |0 004 1671878922 | ||
LOK | |0 005 20220218115931 | ||
LOK | |0 008 190822||||||||||||||||ger||||||| | ||
LOK | |0 040 |a DE-Tue135 |c DE-627 |d DE-Tue135 | ||
LOK | |0 092 |o n | ||
LOK | |0 852 |a DE-Tue135 | ||
LOK | |0 852 1 |9 00 | ||
LOK | |0 935 |a ixzs |a ixzo | ||
LOK | |0 936ln |0 1442043768 |a CB | ||
LOK | |0 936ln |0 144204389X |a CF | ||
LOK | |0 936ln |0 1442043016 |a AD | ||
ORI | |a SA-MARC-ixtheoa001.raw | ||
REL | |a 1 | ||
SUB | |a REL |