Correlations among “course performance” and “course delivery type”
| Course performance/Course delivery type | Online (asymptotic significance/Adjusted residual) | In person (asymptotic significance/Adjusted Residual) |
|---|---|---|
| How effectively problems and questions were addressed during the course | Completely (0.013/2.5) | – |
| Regarding the degree that the training aligned with the students’ initial expectations | Completely (0.012/2.8) | – |
| Degree that the training aligned with the students’ initial expectations | – | Moderately (0.012/2.5) |
| Usefulness of the case studies and exercises in helping students grasp the practical aspects of the course | Completely (0.04/2.6) | Moderately (0.04/2.5) |
| How well the provided training materials support students’ learning and enhance their understanding | – | Moderately (0.011/2.6) |
| Usefulness of the listening and oral teaching methods | Completely (0.001/2.9) | Moderately (0.001/3.0) |
| Usefulness of the learning approach described as tasks and projects that involved unfamiliarity, went beyond existing rules or procedures and maximization of change | Very (0.034/2.5) | – |
| Course performance/Course delivery type | Online (asymptotic significance/Adjusted residual) | In person (asymptotic significance/Adjusted Residual) |
|---|---|---|
| How effectively problems and questions were addressed during the course | Completely (0.013/2.5) | – |
| Regarding the degree that the training aligned with the students’ initial expectations | Completely (0.012/2.8) | – |
| Degree that the training aligned with the students’ initial expectations | – | Moderately (0.012/2.5) |
| Usefulness of the case studies and exercises in helping students grasp the practical aspects of the course | Completely (0.04/2.6) | Moderately (0.04/2.5) |
| How well the provided training materials support students’ learning and enhance their understanding | – | Moderately (0.011/2.6) |
| Usefulness of the listening and oral teaching methods | Completely (0.001/2.9) | Moderately (0.001/3.0) |
| Usefulness of the learning approach described as tasks and projects that involved unfamiliarity, went beyond existing rules or procedures and maximization of change | Very (0.034/2.5) | – |
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