Knowledge Management & E-Learning: An International Journal (KM&EL), Vol 8, No 4 (2016)

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Knowledge retention in capstone experiences: An analysis of online and face-to-face courses

John P. Girard, Johnathan Yerby, Kevin Floyd


This research chronicles the development of a capstone experience by a regional comprehensive university. The process began with a multi-year project during which the faculty annually reviewed the results with a view to determining if the class provided the deep learning culminating experiences anticipated. A major measure of success was the desire to replicate the deep learning common in face-to-face classes in the online environment. The results of 166 students were analyzed, 82 online and 84 face-to-face, to determine if a difference existed. A one-way ANOVA tested the score differences among 10 sections and determined the students’ scores did not differ significantly. Finally, a two-sample t-test between proportions determined that there was not a significant difference between the online and face-to-face students with respect to the level of assessment scores earned. Given that online and face-to-face students demonstrate the same level of knowledge, does this beg the question, what value does face-to-face class time offer?

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Knowledge Management & E-Learning: An International Journal (KM&EL)
ISSN 2073-7904


Maintained and Developed by:

Laboratory for Knowledge Management & E-Learning

Faculty of Education, The University of Hong Kong