Impact of Online Learning on Performance Gaps-AR2

I reviewed the article by DiXu and Jagers (2014) titled “Performance Gaps Between Online and Face-to-Face Courses: Differences Across Types of Students and Academic Subject Areas.’ I was interested in this article after reading the USDOE (2010) meta-analysis of online learning, which presented the idea that differences in content could have significant results in learner outcomes in an online environment. This article looks specifically at the interaction between differences in content and also addresses the differences between learner types and their success in this environment. As an educator working in a district with a pronounced achievement gap between the majority and minority population, I was particularly interested in finding out if online education can help reduce this gap or if it might in fact be increasing the gap.

Di Xu & Jaggars (2014) conducted a large scale (500,000 courses taken by over 40,000 students) analysis of content and learner type comparisons from community and technical colleges in Washington State. Students were tracked from the fall of 2004 to Spring of 2009 for course persistence and grade performance. The authors chose course persistence and grade as fundamental measures of success for community college students reasoning that students who “withdraw from a course mid-semester run the very real risk of never returning to successfully complete the course, thereby prohibiting progression to the next course in the sequence’(Di Xu & Jaggars 2014).  Results from this study, showed an “online performance gap’ across the board, indicating that all types of students performed more poorly in online courses than they did in face-to-face courses, implying that online instruction is more difficult for the average student. This gap was especially pronounced for “males, younger students, Black students, and students with a lower prior gpa’ (Di Xu & Jaggars 2014). Even more worrisome was the finding that in courses where student subgroups differed in terms of their face-to-face course outcomes, those same differences tended to be exacerbated in online courses.  The study also found noticeable gaps between subject areas taught. Online courses in the following subject areas demonstrated significant online performance gaps: the social sciences (e.g. anthropology, philosophy, and psychology) and the applied professions (business, law, and nursing). The authors proposed that these subject areas may require a high degree of hands-on demonstration and practice or intensive student—instructor interactions and student—student discussions, which may be more difficult to effectively implement in the online context (Di Xu & Jaggars 2014).  I wonder if some of these gaps would have narrowed if a blended approach would have been utilized.

I was very impressed by the way the authors conducted their analysis. I did not see many flaws to the design of this study, other than it could be expanded to other states, types or educational institutions and perhaps younger age groups.  With the multitude of possible confounding factors that could be influencing a dataset such as this one, the authors made a concerted effort to control for many of those factors. The authors controlled for differences amongst courses within a particular subject and variation in instructional quality and support. They also built in robustness checks to  address effects that might be a result of whether the student had previously taken an online course, if they were employed while they were taking the course and how many hours they may have been working while taking the course. This was especially important given that many of the students in this study were considered “non-traditional’ students (e.g. over 25 and balancing work, family and their education).

This study has some serious implications for the way we use online education in the future. In my own case, as an educator working in a district that is actively trying to address a pronounced achievement gap between the largely caucasian majority and its minority Latino student population, I am concerned what the results of this study indicate. If the pattern observed applies to K-12 students, it implies as the author suggests “that the continued expansion of online learning could strengthen, rather than ameliorate, educational inequity’. Working in a district with a one-to-one initiative, can we point to this new use of technology as a means to widening the gap or closing it. I would like to think that there are steps we can take to better these programs, rather than assuming they will broaden the gap. The authors suggest we take at least three approaches to improving online performance: screening, early warning, and scaffolding. For screening, schools could limit or eliminate the supply of online sections for course subjects where students do poorly. Scaffolding could also be increased, by incorporating the teaching of self-directed learning skills into courses. This idea has the greatest potential, within secondary schools and I would propose that it become part of the curriculum at this level, so that students would find more success at the college level. As the authors point out “these skills may not only help close the online performance gap, but may also improve students’ overall performance and long-term persistence in college’(Di Xu & Jaggars 2014).

Works Cited

Di Xu, & Jaggars, S. S. (2014). Performance Gaps Between Online and Face-to-Face Courses: Differences Across Types of Students and Academic Subject Areas. Journal of Higher Education, 85(5), 633—659.


3 thoughts on “Impact of Online Learning on Performance Gaps-AR2

  1. lsowa

    Really interesting article and review. As we ask so many questions related to “is online learning effective?”, it is so important to look at the answer not just in terms of the various modalities, but in terms of the various populations of students out there. I like how you look at this as an opportunity to narrow the observed gap, rather than assuming the explosion in online learning will contribute to even greater disparity. It would be interesting to look at successful ways that achievement gaps have been narrowed in face-to-face educational settings, and then try to develop ways to implement them in an online setting. I believe that online education is only going to continue to grow, and so finding solutions in this medium is important. Perhaps, as you suggest, if a blended environment is more effective, then implementation of blended environments, where students can learn and practice online skills while maintaining a face-to-face setting, would provide effective scaffolding for future success in online learning environments.

  2. shopping

    Viagra is a prescription medicine used in the treatment of erectile dysfunction and impotence in men. Viagra Connect is also used to treat erectile dysfunction and is available without the need of a prescription.

  3. شرکت هیتما

    کولر آبی پرتابل هیتما مجهز به سیستم سرمایشی و گرمایشی است و همچنین شما می‌توانید با تنظیم مدت زمان مورد نیاز جهت استفاده از این دستگاه ، زمان دلخواه جهت خاموش شدن دستگاه را انتخاب کنید. توان باددهی کولر پرتابل هیتما 600 متر مکعب در ساعت می باشد. پمپ، آب موجود در منبع را به فیلتر سلولزی کولر می‌رساند.


Leave a Reply to lsowa Cancel reply

Your email address will not be published. Required fields are marked *