Evaluation of evidence-based practices in online learning : a meta-analysis and review of online learning studies / prepared by Barbara Means [and others].

Format:

Book

Government document

Contributor:

Means, Barbara, 1949-

SRI International. Center for Technology in Learning

United States. Department of Education. Policy and Program Studies Service

Language:

English

Subjects (All):

Distance education--Research.

Distance education.

Distance education--Evaluation.

Physical Description:

1 online resource (xvii, 66, A1-6 pages) : illustrations

Place of Publication:

Washington, D.C. : U.S. Dept. of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service, 2009.

Notes:

Title from title screen (viewed August 19, 2009).

"May 2009."

"This report was prepared for the U.S. Department of Education under Contract number ED-04-CO-0040 Task 0006 with SRI International."

"A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. 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. An unexpected finding was the small number of rigorous published studies contrasting online and face-to-face learning conditions for K-12 students. In light of this small corpus, caution is required in generalizing to the K-12 population because the results are derived for the most part from studies in other settings (e.g., medical training, higher education)."--Abstract

Includes bibliographical references.

OCLC:

431467085