The Comparative Impact of Online and Face-to-Face Interaction on Academic Achievement of Iranian Technical Students

The present study compared the impact of online and face-to-face interaction on Iranian technical students’ academic achievement. The participants of the study were selected based on convenience random sampling. A pretest was administered to test their current academic ability. They were then assigned into two equal groups of online (n=۳۰) and face-to-face (n=۳۰). The participants of the online group received instruction in an online environment whereas the participants of the control group received instruction through traditional face-to-face methods. Their performances were measured through a posttest. The result of the independent t-test between the pretests and posttests indicated a statistically significant difference between the two groups in their academic achievement. Face-to-face instruction was found to be more effective in improving the students’ academic achievement. The findings of the present study may be helpful for syllabus designers in the sense that they can put them into practice and design materials around the learners' needs and abilities. The extent to which the learning materials incorporate practice is very important in syllabus design

کلیدواژه ها:

Online Learning ، Face-to-Face Interaction ، Academic Achievement