This study compared the performance of 1790 undergraduates taking either an online or face-to-face version of an introductory climate change course. After controlling for demographic differences, students in the online version scored 2% lower than those in the face-to-face version. This slight performance decrease might be offset by the increased accessibility and scheduling flexibility offered by online learning.
Publisher
Communications Earth & Environment
Published On
Oct 26, 2022
Authors
Sattik Ghosh, Stephanie Pulford, Arnold J. Bloom
Tags
online learning
face-to-face education
climate change course
student performance
accessibility
scheduling flexibility
higher education
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