Online Learning: Does it make the Grade?
Rebecca Penwell-Cooper, Ann Wheeler

Abstract
The purpose of this study was to compare two face-to-face science content courses for teachers to two sections of the same course online. The instructor was the same as was all course content and assignments. Students in the face-to-face courses scored higher on the final exam, but online students rated their courses higher on the end of course evaluations. The online students rated the course higher on the following variables: intellectually challenging and stimulating, thinking critically, connecting what they learned to other experiences, and learning to use various resources to enhance learning. They also rated the instructor higher on the following variables: conveyed knowledge of the subject, encouraged critical thinking, used fair evaluation procedures, used learning resources effectively, promoted an open atmosphere, respected students, used class time effectively, and was an instructor they would recommend. Face-to-face students rated the instructor higher on the variables of preparedness, explanation of concepts in a clear manner, feedback on student performance provided in a timely manner, and enthusiasm about the subject. With increasing number of students enrolling in online courses, instructors must be diligent in their preparedness and enthusiasm for the course, prompt in providing feedback on student performance, and clear in explaining concepts.

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