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RESEARCH PAPERSA CRITICAL STUDY OF EFFECTIVENESS OF ONLINELEARNING ON STUDENTS' ACHIEVEMENTByMUNTAJEEB ALI BAIGAssistant Professor, Marathwada College of Education, Aurangabad.ABSTRACTAn experimental design was carried out to study the effectiveness in learning of tenth grade students in Physics, whentaught through online and face-to-face (F2F). A mash-up of different online tools and learning environment was used forthe study. Website 'Wiziq.com' provided these online tools and learning environment hence it is used for the study ofeffectiveness of online learning on students' achievement. A high score in achievement among students' taught andstudied through online tools and online learning environment was found through this research. Similarly achievementamong students of F2F teaching was found to be low, this is because in F2F learning, collaborating and sharing ofresources is limited to the walls of classroom, but online learning made it possible for learning, collaborating, andsharing of resources beyond four walls. Online learning environment provides features such as, user centre, user controland communication, and making teaching learning process learner centric.Keywords: Online Learning Environment, face-to-face, Web 2.0, Social Networking Sites.INTRODUCTIONlearners to visualize through animation, graphics andinteractivity. This is possible through use of online tools which“Tell me and I will forget”provides a conducive learning environment to the students“Show me and I will remember”and this Online Learning Environment (OLE) and tools are“Involve me and I will understand”provided through website Wiziq, where learners get Online- ConfuciusWhite board, uploaded flash animation, and tools forIn this research effectiveness in learning was studied bycommunication and sharing digital resources. In the OLEcomparing achievement in Physics of students of tenthand White board, learner can enjoy learning, here learninggraders when taught through online learning environmentis active and there is provision of interactive andwith the achievement of students in Physics of tenth graderscommunicative space. Online learning environments arein F2F learning. Learning of Physics concepts are necessaryhugely diverse in size, capabilities and services offered,because it helps students to apply the principles, conceptsand can cater for individuals ranging in attainment and isand laws of physics in solving problems faced by them innot limited to web pages with text, but it includes audio,their day to day life. Hence teachers make concepts andvideo, interactivity, games and technologies likelaws clear and teach students from books, albums, picturesvideoconferencing and live broadcasting, which hasand maps, which fails to achieve the goal of the learners.made communication more flexible, comprehensive andTeachers in classroom use different approaches indynamic. In terms of academic results, OLE can representteaching Physics to the learners which is not effective toa more successful learning environment and has proven toachieve the exact competency, but giving first handbe motivating in context for learning. The future of OLE hasexperiences to the students is the effective method formany innovative and exciting possibilities.teaching physics, in which children can have experiencesOnline Learning Environment (OLE)that make concepts clear, but most of the concepts inPhysics are abstract and difficult to give firsthandexperience to the learner hence there is need to provide28An Online Learning Environment (OLE) is a set of teachingand learning tools designed to enhance a student'slearning experiences by including computer and thei-manager’s Journal of Educational Technology, Vol. 7 lNo. 4 lJanuary - March 2011
RESEARCH PAPERSinternet in the learning process."crashed", the web was more important than ever, withMeaning of Online Learning Environment (OLE)exciting new applications and sites popping up withAccording to encyclopedia of educational technology(Siddiqui) Online Learning Environment can be describedas online domains that permit Synchronous, collaborativesurprising regularity”. Web 2.0 is defined as the, advancedInternet technology and applications including blogs, wikis,RSS (Really Simple Syndication)and social bookmarking.interaction among teachers and students, while alsoWeb 2.0 and Social Networking Sites (SNS)providing Asynchronous learning resources for students atA typical Web 2.0 phenomenon is social software. Clayany time. OLE offers a learning system made up of manyShirky in (Anderson, 2008, p. 225) defines social software as,components with the entire advantages of computer –“software that supports group interaction”, the groupbased learning.interaction may be one to many and many to many,Definitionexamples are E-mail, Listserv, Discussion Forum, Blogs,As cited in (VLE, nd), Juan R. Pimentel defines an OLE asfollows,We define an Online learning environment as one thatallows learners to perceive the environment, assesssituations and performance, perform actions and proceedthrough experiences and lessons that will allow them toperform better with more experience on repetition on thesame tasks in similar circumstances.This definition of an OLE emphasizes the importance oflearning. Learners in an OLE are expected to make use ofand include examples, observations, experiences,situations, rules, concepts and techniques in a continuous(e.g., day by day or week by week), permanent (i.e.,committing knowledge into memory) fashion to improvethe performance of the execution of tasks (VLE, nd).What is Web 2.0?Second Life and Virtual Classroom. The Social Software usesa collaborative medium that allows users tocommunicate, work together, share and publish their ideasand thoughts with high degree of self-organization (Rollett,Lux , Strohmaier , Dösinger , & Tochtermann , nd, p. 7). Skibaobserve in (Staples, 2010, p. 248), the tools used to createsocial network applications and online social networks, arealso called as social networking tools and they let users tocreate self-profile and connect to others to build andmaintain a personal network.Online Versus F2F ClassroomAs cited in (Tamargo, nd, p. 27), Schutte observed that theF2F classroom could be sometimes an inhibitingenvironment for students and its structure can bepressurizing and intimating. Whereas the Onlineenvironment encourages freedom of expression andstudents are more open to communicate and expressThe World Wide Web provides digital resources, by helpingopinion and would often thrive in these environments. Whilelearners to search, share and collaborate learning, whichthese results are impressive and online environments havehas surpassed the reach of the traditional classroom. Kahn,the obvious benefit of being more accessible than F2Fobserve in (Wisher & Olson , 2002, p. 2), that Web makesclassrooms, and are often a more flexible and convenientpossible learning experiences that are open, flexible andapproach to education, they do however have severaldistributed, providing opportunities for engaging,unfortunate consequences.interactive and efficient instruction. Dills and Romiszowskobserved in (Wisher & Olson , 2002, p. 2), more than 40instructional paradigms seeking to advance and improvethe online learning experience beyond the traditionalclassroom. The concept of “Web 2.0” became popularduring a conference brainstorming session between O'Reilly and Media Live International. Dale Doughertyobserves in (O'Reilly, 2005, p. 1) that “far from havingE-booksE-books are new tool for sharing information in learningenvironment. As cited in (Galloway, Boland, & Benesova,2006), Siegel and Sousa state that, the goal of Online textbooks is to move learners skills include evaluating andsynthesizing information from diverse sources;understanding and applying the difference between factand opinions; grasping multiple and diverse perspectives;i-manager’s Journal of Educational Technology, Vol. 7 lNo. 4 lJanuary - March 201129
RESEARCH PAPERSand drawing insights from these perspectives within theachievement in Physics of tenth grade students whencontext of one's own knowledge base and experiences,taught through online method and F2F method.thus the web seems to be more suitable for this than theSample in this Researchtextbooks in many ways.Subjects are randomly assigned to Experimental andWhiteboardControl group i.e., 20 (equal number of boys and girlsMost teachers make use of a chalkboard for furthersubjects) are tested under F2F learning Environment groupclarification of a point. The instructor of Online learningand 20 (equal number of boys and girls subjects) are testedenvironment might make use of the shared whiteboard tounder Online Learning Environment group.answer questions from students. In these sessions studentsThere are about 15 schools of (Maharashtra Board ofcan share data visualization and create documentsSecondary and Higher Secondary Schools) in Aurangabadcollaboratively-producing and editing text in real timecity, out of this 1 school is selected randomly. Researcher(Galloway, Boland, & Benesova, 2006).took 50% of the sample as boys and 50% of the sample asThe sound / video system and F2F interactiongirls. Table 1 shows distribution of students in Online LearningAn important part of the physical class environment is theEnvironment and F2F Learning Environment.personal interaction as questions are asked by theThe sample consisted of different categories of students likestudents. Allowing all students to 'hear' the questions and(i) female students of Online Learning Environment and F2Fanswers helps everyone to learn and encourageslearning environment (ii), male students of Online Learningadditional questions List servers can be used to redistributeEnvironment and F2F learning environment. In all 40e-mail messages, use-net newsgroups, computerstudents were studied as sample, representing the tenthconferencing and collaborative work space may serve forgrade population of Aurangabad city.sharing this kind of interaction (Galloway, Boland, &Tools and TechniquesBenesova, 2006).A teacher made achievement test is used to studyObjectives of the studyachievement of students in Physics of grade 10th. In this·To make a comprehensive study about achievementsstudy the test was designed by considering the instructionalin teaching physics through Online learningobjectives, questions were framed according to their typesenvironment and F2F learning environment amongand blue print was prepared. Since, the test prepared wastenth grade students.teacher made and is not a standardized test. Hence, test·To make a comprehensive study about achievementwas first verified by five experts in the field of education,in teaching physics through Online Learningteachers of Physics and teachers who has taught ScienceEnvironment among boys and girls of tenth grademethodology. Expert suggestions and views of thesestudents.persons were taken into account and face validity of thetest was considered.Hypotheses·There is no significant difference in the level ofachievement in Physics of tenth grade students whenMethod of Researchtaught through F2F Method and Online Method.There are different methods of research for different types·There is no significant difference in the level ofachievement in Physics of tenth grade boys and girlswhen taught through Online Method.S.NoGenderOnline LearningEnvironmentFace to Face Total.Research Design and MethodologyIn this research Experimental Method is used to study30Analysis and Interpretation of DataTotal.Table 1. Distribution of Students in Online LearningEnvironment & Face to Face Learning Environmenti-manager’s Journal of Educational Technology, Vol. 7 lNo. 4 lJanuary - March 2011
RESEARCH PAPERSof hypothesis problems. As the researcher has decided totaught through F2F Method and Online Method.find achievement in Physics of School students ofInferenceAurangabad city, the best possible method is ExperimentalMethod. Researcher conducted a pre-test on Physicssubject, on students of tenth grade to form an equivalentgroup, and distributed students who scored equally toThe p value (p .00) is less than .05, thus difference isSignificant at .05 level, hence Null hypothesis is rejected.Explanation of Study Outcomecontrol group and experimental group. Control group wasFrom Table 2, the average scores of Face to Face methodstaught with F2F method and Experimental group through(M 13.65) differ significantly from that of Online MethodOnline Learning Environment.Researcher took a topic “Newton's Laws of Motion” of tenthgrade from the syllabus of Maharashtra State Board ofSecondary and Higher Secondary Education, andprepared lesson plan. Both the groups i.e., students ofOnline Method and F2F method were taught by using thesame lesson plan for 45 minutes in a day for a period of one(M 17.70), and as shown in Table 3, the p-value is lessthan .05 and the value “t” (38) -6.4, therefore, the nullhypothesis is rejected. Thus the level of achievement inPhysics of tenth grade students when taught through OnlineMethod was better than the traditional method henceonline method is effective.From the above results it is clear that students who hasweek (i.e. 6 days). Online Learning Environment providesstudied Physics through Online Learning Environment hastools for sharing and communication. Hence, students ofscored better in Physics test, their mean score (M 17.70)Online Method were given opportunities to sharewas higher than the mean score of students of F2F methodknowledge by giving them task of preparing assignment in(M 13.65). Scores of the Students of Online method area group and sharing it through Google documents andbetter because they have access to information andsubmitting it through Moodle Learning Managementteaching material 24 hours a day and 7 days in a week.System (LMS), they were also given experience ofSimilarly abstract concepts were explained with animation,communicating through Google groups and webgraphics and interactivity, from different online resources.conferencing. Similarly students of F2F method were givenScores of Online Method group were better for categoriesassignment in groups and they have to prepare it byof application and analysis questions, similarly their scorescollaborating and communicating with each otherwere higher in assignment but the students of F2F methodthrough F2F. An online test was conducted on the studentsscored lowered in test, particularly questions related withof Online Learning Method, by using Moodle learningGroup StatisticsManagement System and for the students of F2F a paperpencil achievement test was conducted to find theirOnline and Face toFace MethodsStudents Scoreachievement. The independent sample t-test, Mean andStandard Deviation was analyzed using IBM SPSSStatistics19, Release Version 19.0.0.NMeanFace to Face Method 20 13.65Online Method20 17.70Std.DeviationStd. ErrorMean2.201.75.49.39Table 2. Group Statistics for F2F and Online methodsIndependent Samples TestThe level of significanceLevene'st-test for Equality of MeansTest forEqualityof VariancesThe level of significance was set to .05 level, if the value ofcalculated critical ratio equals or exceeds “t” critical, it mayFbe concluded that the difference between means issignificant at the .05 level.ResultsH 1.1There is no significant difference in the level ofachievement in Physics of tenth grade students whenStudents EqualScorevariancesassumedEqualvariancesnot assumedSig.53 .47tdf-6.43-3895%ConfidenceInterval of theDifferenceSig. (2MeanStd. Error Lower Uppertailed) Difference Difference.00-4.05.629-5.32 -2.77-6.43 36.12 .00-4.05.629-5.32 -2.77Inference: Difference is Significant at 0.05 level, hence Null hypothesis is rejected.Table 3. Independent Samples Test for F2F and Online methodsi-manager’s Journal of Educational Technology, Vol. 7 lNo. 4 lJanuary - March 201131
RESEARCH PAPERSapplication and analysis and also their score was lower inFollowing are some of the suggestions for enhancingassignment because they did not got opportunities toteaching and learning of Physics among students.access information, interact with learning objects and·From the hypothesis proved, the learners of onlinecollaborate in learning at their convenience therefore theyclassroom scored higher than the F2F classroom,scored lower.because they get an opportunity to interact andH 1.2manipulate learning objects actively, which is providedThere is no significant difference in the level ofin the Wiziq Online environment. But the learners of F2Fachievement in Physics of tenth grade boys and girls whenclassroom did not get the opportunity to interacttaught through Online Method.actively and manipulate learning objects.·Students' achievement in Physics when taught throughInferenceThe p value (p 1.00) is greater than .05, thus difference isinsignificant at .05 level, hence Null hypothesis is retained.Explanation of Study OutcomeOnline classroom was better, because the Onlinelearning removes geographical barriers (Anywherelearning) by allowing learners and teachers to attend asingle live training session from any place in the world.From Table 4 the average scores of Boys' students of OnlineHence in F2F Classroom students should be given anClassroom (M 17.70) similar with Girls students of Onlineopportunity to access learning objects 24/7 and fromClassroom (M 17.70), and from Table 5, the p value isany place. Thus a blended form of learning should begreater than .05 and the value “t” (18) 00, Thusadopted for enhancing learning.achievement of boys and girls in Physics are similar, whentaught through Online learning method.·Students achievement in Physics when taught throughOnline classroom was better, because they gets anSuggestionsopportunity to engage in the learning experienceThis experiment was intended to assess the achievement inthat took place from the recorded session feature in aPhysics of School students of a F2F classroom, againstWiziq Online classroom, Iflearners missonline classroom. The data indicate that students of onlineclassroom-basedtrainingsession, they have verylittle opportunityto engageclassroom perform better than the F2F classroom.Boys and GirlsNMeanStd. DeviationStd. ningtdfStudents EqualScorevariancesassumed1.16 .29.00-18Equalvariancesnot assumed.00·Mash-up of different tools in the Wiziq Online classroomspeakers and projectors do not need to be reserved;Levene'st-test for Equality of MeansTest forEqualityof VariancesSig.performance.F2F classroom-based training. Classrooms, board,Independent Samples TestFopportunity to review their own or their colleagues'help teacher to organize sessions more quickly thanTable 4. Group Statistics for boys' students of F2FMethod and Online Method95%ConfidenceInterval of theDifferenceSig. (2MeanStd. Error Lower Uppertailed) Difference Difference1.00.00.80-1.68 1.6817.48 1.00.00.80-1.69 1.69materials do not need to be distributed. The sessionsare easier to schedule or reschedule since attendeeswill not be traveling to the venue of the session.·From the hypothesis proved, the learners of WiziqOnline classroom scored higher than the F2Fclassroom, because of the individual attention given toeach student, but since in F2F classroom, whole classwas given learning experiences and hardly there wasInference: Difference is insignificant at 0.05 level,hence Null hypothesis is retained.Table 5. Independent Samples Test for boys' students of F2FMethod and Online Method32theF2Fexperience that took place, even the teachers get anGroup StatisticsStudents Scoreinaone to one communication.·PowerPoint slides, videos, movie clips and flashi-manager’s Journal of Educational Technology, Vol. 7 lNo. 4 lJanuary - March 2011
RESEARCH PAPERSanimation uploaded on Wiziq helped learner to viewsharing resources with teachers and students' thus studentsindependently, where they can respond to questionscan share and submit their work and get their workposted by the teacher. Hence learner got anreviewed quickly.opportunity to view and revise their lesson, till theConclusionconcepts get cleared, thus the learner of Wiziq Onlineclassroom scored higher than the F2F classroom.Online Learning Environment is highly effective andfacilitates the comprehensions and assimilation of·Students of Wiziq Online classroom got an opportunityconcepts in Physics. From the scores obtained it can beto independently explore websites that support orinferred that girls and boys have achieved equally whensupplement the content presented, this helps in self-taught through online learning environment. Studentslearning among learner.should be given an opportunity to learn through online·Online classroom provides an opportunity to have liveclassroom, where they can interact with the content, andapplications, such as Word and Excel Students can usegets space to share learning objects. Similarly they also getprograms independently to do tasks and assignments.an opportunity to collaborate with their peers in creating·Wiziq Online classroom provides learner, theknowledge. In Online learning environment teacher canopportunity to participate in several types of activitiesexplain abstract concepts with the help of animation andincluding: hands-on practice with softwaregraphics, thus developing imagination among students.applications answer multiple-choice surveys makeReferencesnotes with annotation tools play games designed to[1]. Anderson, T. (2008, May). The Theory and Practice oftest and validate knowledge visit Websites view slidesOnline Learning. Retrieved May 15, 2010, from Aupress:and presentations watch video lessons.·Wiziq Online classroom provides learners with featuressuch as Whiteboard and to record class notes andhighlight important details of discussion.·Wiziq online classroom provides learners with featuressuch as Text chatting and Video 99Z Anderson 2008-Theory and Practice of Online Learning.pdf[2]. Galloway, W., Boland, S., & Benesova, A. (2006). VirtualLearning Environment. Retrieved 8 2, 2010, from 2002 i/3.htmlCollaborative learning is possible through online chat,[3]. VLE. (nd). Retrieved 10 2, 2010, from Technologyvideo chat, and discussions. Students can interactSource ugh a content related discussion topic; it alsodefinition/1/allows multiple learners to speak at the same time whileothers only allow one person to speak at a time.·Through Screen sharing and simulation features inWiziq Online classroom provides supervised hands-onpractice with software applications.[4]. O'Reilly, T. (2005, September 30). What Is Web 2.0.Retrieved May 13, 2010, from oreilly: l[5]. Rollett, H., Lux , M., Strohmaier , M., Dösinger , G., &Tochtermann , K. (nd). The Web 2.0 way of learning with·Wiziq Online classroom provides feature like write ontechnologies. Retrieved May 15, 2010, from citeseerx:whiteboards which provides students, moderators oi 10.1.instructors to put their views and figures.1.90.2087&rep rep1&type pdf·Online resources provide learners 24/7 access tocurriculum.·White board provides access to link web resources forassignments.·Wiziq Online classroom provides feature which helps in[6]. Siddiqui, M. H. (n.d.). Encyclopedia of EducationalTechnology. New Delhi: APH Publishing Corporation.[7]. Staples, S. D. (2010). Web 2.0 Social Networking Sites. InS. D a s g u p t a, S o c i a l C o m p u t i n g : C o n c e p t s ,Methodologies, Tools, and Applications. (pp. 248-262).i-manager’s Journal of Educational Technology, Vol. 7 lNo. 4 lJanuary - March 201133
RESEARCH PAPERSNew York: Information Science Reference.[9]. Wisher, R., & Olson, T. M. (2002, October). The[8]. Tamargo, F. A. (nd). Virtual Instruments and Tools.Effectiveness of Web-Based Instruction:. Retrieved May 15,Retrieved 10 1, 2010, from VCSSE: www.vccsse.ssai.2010, from irrodl: ile/103/561%20Article%203.pdfABOUT THE AUTHORDr. Muntajeeb Ali Baig is an Assistant Professor of Educational Technology in Marathwada College of Education at Aurangabad.He holds Ph.D degree in Education from Dr. Baba Saheb Ambedkar Marathwada University. His research interest includese-learning, m-learning, Instructional Design and Virtual Learning.34i-manager’s Journal of Educational Technology, Vol. 7 lNo. 4 lJanuary - March 2011
Assistant Professor, Marathwada College of Education, Aurangabad. ABSTRACT An experimental design was carried out to study the effectiveness in learning of tenth grade students in Physics, when taught through online and face-to-face (F2F). A mash-up of different on
