The researchers in this study compared the grade point averages of students in an online Master’s program with a comparable cohort who previously participated in a face-to-face program. The researchers found that overall GPAs were significantly lower in the online program. Some possible reasons regarding the differences found included faculty employment status, adjunct or full time; the desire of some faculty to be liked by students; adequate faculty training; students who lacked organizational skills and had limited proficiency when using technology. Also noted was a larger variability in overall online grades, with a substantial number of lower achievers in the online cohort. The lack of a direct personal relationship between faculty and students is also a consideration and has implications for both actual achievement and perceived achievement as reflected in grading. Clearly, more research is needed, especially considering the expanding presence of online programs.
|Keywords:||Grade Inflation, Teacher Education, Online Program|
Associate Professor, School of Education and Psychology, Touro College, New York, NY, USA
Chair, Master of Teaching Literacy Program , School of Education and Psychology, Touro College, New York, NY, USA
Program Professor of Research and Statistics, Director of Athletic Administration, Fischler School of Education and Human Services, Nova Southeastern University, North Miami Beach, Florida, USA