A report just released by the U.S. Department of Education:
“Evaluation of Evidence-based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies”
The May 2009 report is based on the review of 1,000 empirical studies of online learning from 1996-2008. In particular, researchers were interested in studies 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 study found that …
“Students in online learning conditions performed better than those receiving face-to-face instruction.”
An analysis of 51 study effects found in part:
- “Students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction.”
- “Studies in which learners in the online condition spent more time on task than students in the face-to-face condition found a greater benefit for online learning.”
- “The effectiveness of online learning approaches appears quite broad across different content and learner types.”
- “Elements such as video or online quizzes do not appear to influence the amount that students learn in online classes. The research does not support the use of some frequently recommended online learning practices. Inclusion of more media in an online application does not appear to enhance learning.”
- “Online learning can be enhanced by giving learners control of their interactions with media and prompting learner reflection.”
The advantage found in online learning apparently has nothing to do with the medium but rather time spent, curriculum, and pedagogy:
“Despite what appears to be strong support for online learning applications, the studies in this meta-analysis do not demonstrate that online learning is superior as a medium, In many of the studies showing an advantage for online learning, the online and classroom conditions differed in terms of time spent, curriculum and pedagogy. It was the combination of elements in the treatment conditions (which was likely to have included additional learning time and materials as well as additional opportunities for collaboration) that produced the observed learning advantages. At the same time, one should note that online learning is much more conducive to the expansion of learning time than is face-to-face instruction.”
Read Inside Higher Ed review (July 11, 2009)
Hat tip Tony Bates (e-learning & distance education resources blog)
hmm. interesting report.
[...] This study seems to argue that it’s true: Online students perform better than face-to-face students. There a couple caveats to be taken note of, so be cautious when considering the results. [...]
Shouldn’t the title read “Govt report: online learners perform better … but it has nothing to do with the technology and everything to do with a well-planned course, and it does even better if it has a face-to-face component”?
Disclaimer: I build LMS systems for a living, so I like to see them accurately reported upon.
[...] This study seems to argue that it’s true: Online students perform better than face-to-face students. There a couple caveats to be taken note of, so be cautious when considering the results. [...]