ERIC Number: EJ1138743
Record Type: Journal
Publication Date: 2017-Apr
Abstractor: As Provided
Learning Leadership: A Qualitative Study on the Differences of Student Learning in Online versus Traditional Courses in a Leadership Studies Program
Manning-Ouellette, Amber; Black, Katie M.
Journal of Leadership Education, v16 n2 p59-79 Apr 2017
As online education offerings are extended to more students, organizations are increasingly interested in the effectiveness of online learning compared to a traditional classroom. The need for research on the learning outcomes of students is imperative. The purpose of this study is to compare student learning in a traditional classroom with the equivalent online course. This research explores the research question: What is the difference between student learning in a leadership studies course through online versus traditional delivery methods? This study utilizes a directed content analysis to investigate student assignments using Kolb's Experiential Learning Model as a foundational theory. Previous research reveals a contradiction on student outlook on the instructor and format of the class, as well as understanding the effectiveness of each method of delivery. Findings in this study indicate that online students may engage more often in deeper learning on assignments than those in the traditional classroom environment.
Descriptors: Instructional Leadership, Qualitative Research, Online Courses, Experiential Learning, Assignments, Content Analysis, Outcomes of Education, Leadership Training, Instructional Effectiveness, Comparative Analysis, Conventional Instruction, College Students
Association of Leadership Educators. e-mail: Jole@aged.tamu.edu; Web site: http://leadershipeducators.org/page-1014283
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A