A
systematic search of the research literature from 1996 through July 2008
identified more than a thousand empirical studies of online learning. As a
result of this screening, 51 independent effects were identified that could be
subjected to meta-analysis. The meta-analysis found that, on average, students
in online learning conditions performed better than those receiving face-to-face
instruction. The difference between student outcomes for online and
face-to-face classes--measured as the difference between treatment and control
means, divided by the pooled standard deviation--was larger in those studies
contrasting conditions that blended elements of online and face-to-face
instruction with conditions taught entirely face-to-face. Analysts noted that
these blended conditions often included additional learning time and
instructional elements not received by students in control conditions. This
finding suggests that the positive effects associated with blended learning
should not be attributed to the media, per se.
Means, B., Tomaya, Y., Murphy, R., Bakia, M.,
&Jones, K. (2009). Evaluation of evidence-based practices in online learning:
A meta-analysis and review of online learning studies. Washington, D.C.: U.S.
Department of Education. https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
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