Comparing Knowledge Gains in Online vs. Face-to-Face Learning: The Role of Student Interaction and Engagement in QAA-Certified Nepalese Colleges
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Abstract
Research Aims: The educational landscape has undergone profound transformations driven by technological advancements, global events, and societal shifts. In this context, the study aims to examine the comparative knowledge gains in online versus face-to-face learning, focusing on the role of students' interaction and engagement.
Design/methodology/approach: Utilising Social Learning Theory and the Theory of Education, this paper adopted a deductive reasoning approach. Additionally, the study has incorporated cross-sectional, descriptive, causal, and relational research design. A structured questionnaire was successfully administered to 110 students at Quality Assurance and Accreditation (QAA)-certified colleges in the Kathmandu Valley, and the data were analysed using mean, median, standard deviation, variance, kurtosis, skewness, correlation, and regression.
Research Findings: Results indicate a slightly higher knowledge gain in online learning, with a grand weighted mean of 2.85. The study identifies student engagement as a partial mediator in the relationship between learners' interaction and knowledge gain. Both student interaction and engagement have a significant positive impact on knowledge gain, with the relationship being statistically significant at the 0.01 level.
Theoretical Contribution/Originality: The study findings suggest that implementing online learning strategies can improve educational outcomes, providing valuable insights for educational institutions and policymakers. The study results underscore the significance of integrating digital learning approaches to enhance student achievement.
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