Assessing Student Learning in Online Versus Face-to-Face Wellness Courses

Several studies investigating the effectiveness of online teaching on student learning have demonstrated no differences in learning assessment scores between students completing online versus traditional face-to-face (F2F) courses. However, a paucity of research exists for the assessment of student learning in health-related courses that are given in an online format. Purpose: The purpose of this study is to compare student learning in an online versus a traditional face-to-face Wellness course. Methods: Data was collected from 317 students (114 in online courses and 203 in F2F courses) enrolled in 12 separate sections of the WELL 175: Wellness course taught by the same instructor. Students were asked to complete an assessment consisting of 50 multiple choice questions during the first week of the semester and again for the final exam. These questions covered the 13 learning objectives that were identified for this course. Students in the F2F sections of this course received information related to the 13 learning objectives through traditional lecture/discussion classes twice a week and through an additional physical fitness testing or physical activity session once a week. The students enrolled in the online format sections of the course received information related to the 13 learning objectives in online audio/visual lectures and online class discussions. These students also met with the instructor once a week for physical fitness testing and/or physical activity sessions. Analysis/Results: A repeated measures ANOVA was calculated for the difference between the pre- and post-test assessment scores to examine if either the students in the online or F2F courses increased their level of knowledge of the 13 learning objectives. Independent samples T-tests were used to determine if the pre- or post-test assessment scores were significantly different for students enrolled in the online or F2F courses. Results of this investigation demonstrate that for the students in the online sections, the post-test assessment score (36.8/50) was significantly higher (p < .001) than the pre-test assessment score (23.4/50). Similarly, the students in the F2F courses performed significantly higher (p < .001) on the post-assessment test (34.3/50) compared to the pre-assessment test (21.8/50). Analysis of the pre- and post-test assessment scores revealed that the students in the online courses scored significantly higher (p = .005) on both tests compared to students in the F2F courses. Conclusions: Viewed in concert, these results show that students can learn health-related information equally as well in an online course compared to a traditional classroom.