CORRESPONDENCE COURSE WORK COMPARED WITH
ONLINE COURSE WORK:
A DYNAMIC STUDY OF COMPARISON
Dr. LEONID ZAYAKAYCHEV
This study concerns the differences between students learning online and those learning from correspondence or drive-thru
class delivery methods. Our comparisons between these two seemingly similar learning environments produced some surprising
Distance education, Drive-thru education, Student safety, Student achievement, Learning effectiveness, Educational Access, Student satisfaction, Internet, Homosexuality, Students, Pornography,
The use of the internet as an educational instruction tool has expanded over the last decade to an explosive degree.  While several inconclusive studies have been conducted concerning a comparison between online instruction and onsite instruction, a study has not been completed comparing the traditional correspondence course with online class work. Many colleges encourage students to take online classes for the convenience to the student.  However, the guiding principle is not the best interest of the student, but the best interest of the college financial office.  In this study, we examine the students from four colleges that offer both online and traditional correspondence course work.
II. The DATA
We asked the students a variety of questions to determine pro's and con's of both delivery methods. The courses selected were senior level core classes. The students who mixed delivery methods, or took classes in both formats, were expelled from the survey. This selectivity ensures the validity of the comparative nature of our study.
III. COMPARING ONLINE AND TRADITIONAL CORRESPONDENCE CLASSES
Online courses make education more accessible to people who are generally, younger than 45 years old. The average age was 28. Our study found that 76% of online students were male, 16% were female, and 8% were transgender. 65% of the sample was heterosexual and 35% classified themselves as homosexual. 54% of the students reported that their work experience centered in the service industries with the remaining students claiming no significant work experience. The average time of holding a job averaged to .5 years. 43% of the students reported children living at home.
Traditional correspondence classes provide educational opportunity to students generally 55 or older. The average age was 57. 86% of correspondence class takers were male, 14% were female, and there no transgender students enrolled in this educational format. 64% of these students reported that their work experience focused on manufacturing, 20% reported sales, 6% reported experience in the service industries, and the remaining 10% reported other work experience. The average time of holding a job averaged to 15 years. 15% of the sample reported children living at home.
The online and correspondence class assignments and lectures were almost identical. In fact, in our sample we found that 40% of our classes were taught in both formats by the same professor. Of the 85 students that started the online courses, 73 completed the course. Of the 80 students that started the correspondence courses 78 completed the course.
IV. STUDENT PERFORMANCE
The online and correspondence students were given the same exam for their major. The exams were scored three times by professors from both schools. They did not know which format their test takers used to complete their course work. The scores were then averaged.
|Subject Concentration||Online course taker||Correspondence course taker||Effectiveness of Correspondence courses compared with Online courses.|
Correspondence or Drive-thru course takers were significantly more proficient in History and English than those who took online classes.
The survey also discovered some groundbreaking conclusions from its student questionnaire.
75% OF ONLINE STUDENTS CLAIM TO HAVE ACCIDENTALLY TURNED IN PORNOGRAPHY IN AS AN ASSIGNMENT.
28% OF ONLINE STUDENTS CONSIDERED
HOMOSEXUAL EXPERIENCES BECAUSE OF INTERNET CLASSES.
33% OF GLBT STUDENTS CONSIDERED HETEROSEXUAL EXPERIENCES BECAUSE OF CORRESPONDENCE CLASSES.
.85% OF ONLINE STUDENTS CLAIMED THAT THEIR ONLINE COURSES CAUSED ERECTILE DYSFUNCTION.
V. SUMMARY AND CONCLUSION
Correspondence classes are superior to the modern internet classes. Students retain information much more effectively. Unlike correspondence classes, students in online classes often accidentally turn in pornography instead of their assignment. Others have become gay as a result of internet course work or developed erectile dysfunction.
Students wanting to lower the
quality of their lives and waste money often take internet classes. Most
of these students hate themselves and the world they live in; what is most
disturbing is that this student profile has the least intelligence of any