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Conceptual learning gains for face-to-face and asynchronous online course modalities in introduction to materials science

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  • Different educational modalities can affect students in learning challenging engineering concepts. Studies that specifically measure students’ conceptual learning gains have been conducted in face-to-face (F2F) and online modalities, but few direct comparisons have been reported. In this study, we collected data from undergraduate students enrolled in introductory materials science courses in a F2F modality (N = 90) and asynchronous online modality (N = 77). Normalized learning gains were reported using a test instrument that combined twenty-six materials science concept questions taken from two concept inventories. Students completed the test at the beginning and end of each course. The average conceptual gain for the F2F modality was found to be higher than the online modality. Statistical analysis revealed a significant difference in the average gains, with a medium effect size. Multiple factors that might lead to this difference in conceptual learning are proposed. The findings in this study can serve as guidance for further educational research and instructional design, focusing on improving students’ conceptual learning for both modalities, especially for the asynchronous online learning environment.
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  • Nigon, N., Simionescu, D., Ekstedt, T.W., Koretsky, M.D., & Tucker, J.D. (2024). Conceptual learning gains for face-to-face and asynchronous online course modalities in introductory to materials science. [White Paper]. Oregon State University Ecampus Research Unit.
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