Online Learning Efficacy Research Database

The study investigates the effect of e-learning, blended learning and classroom learning on students’ achievement. Two experimental groups together with a control group from Umm Al-Qura University in Saudi Arabia were identified randomly. To assess students’ achievement in the different groups, pre- and post-achievement tests were used. The results of the study (N = 148) show that there was a statistically significant difference between the three methods in terms of students’ achievement favouring the blended learning method (n = 55) with a substantial effect size of 1.34 (Hedges’ g). No significant difference was found between the e-learning (n = 43) and traditional learning groups (n = 50) in terms of students’ achievement and with a negligible effect size of 0.02. 
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The present study aimed to investigate the effect of blended learning on developing critical thinking skills of a sample of students at Teachers' College in King Saud University. The study sample included 58 students who were divided randomly into two groups; one was an experimental group with 27 students and the other was a control group with 31 students. The following tools were used: E-courses, Watson - Glaser Critical Thinking Test (short form.) The researcher taught the experimental group using blended learning via Blackboard, while the control group was taught using traditional education. The results showed that: There were no statistically significant differences between the experimental group and the control group in critical thinking skills. 
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This study aims to investigate the effects of the traditional learning, blended learning and virtual classes learning on university students’ achievement and attitudes. 34 male students studying at the English Language Program, Qassim University were divided randomly into three groups, (blended learning, traditional learning, or virtual classes learning). Results indicate that there are significant differences among the instructional approaches in the achievement test scores in favor of blended learning. In addition, the results show significant differences in students’ attitudes in favor of blended learning. 
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This study compared the academic achievement between undergraduate students taking an introductory managerial accounting course online (N = 104) and students who took the same course in a hybrid classroom setting (N = 203). Student achievement was measured using scores from twelve weekly online assignments, two major online assignments, a final examination held on campus, and overall course performance. This study found that students receiving only online instruction were as successful as students receiving hybrid classroom instruction. These findings suggest that course instruction and pedagogy are more important for student learning than the type of media delivery, and online instructors should focus their effort on quality in developing online courses. 
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Enrollment in online courses has outpaced overall university enrollment for the past several years. The growth of online courses does not appear to be slowing. The purpose of this study was to compare course completion and student academic performance between online and traditional courses. Archival data from the host university student records system was collected using the Structured Query Language. Descriptive statistics were used to analyze student characteristics. Chi-square analysis was used to determine if statistically significant differences existed between students enrolled in online and traditional courses when comparing course completion and academic performance. Analysis found statistically significant differences existed in both course completion and academic performance for students enrolled in online versus traditional courses. Additional analysis indicated statistically significant differences existed in course completion by course discipline. 
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Online instruction is quickly gaining in importance in U.S. higher education, but little rigorous evidence exists as to its effect on student learning. We measure the effect on learning outcomes of a prototypical interactive learning online statistics course by randomly assigning students on six public university campuses to take the course in a hybrid format (with machine-guided instruction accompanied by one hour of face-to-face instruction each week) or a traditional format (as it is usually offered by their campus, typically with about three hours of face-to-face instruction each week). We find that learning outcomes are essentially the same—that students in the hybrid format are not harmed by this mode of instruction in terms of pass rates, final exam scores, and performance on a standardized assessment of statistical literacy. We also conduct speculative cost simulations and find that adopting hybrid models of instruction in large introductory courses has the potential to significantly reduce instructor compensation costs in the long run. 
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This paper presents a robust longitudinal comparison of student learning in face-to-face (F2F), online, and hybrid delivery methods of a two-course sequence in information systems, required of all business majors, at a Midwestern land grant university. Student learning was evaluated by delivery method in the introductory first class of the sequence, using an ordered probit regression model of letter grade earned controlling for the effects of other possible explanatory variables. Cumulative grade point average was found to be a consistent determinant in student success, and students were found to have significantly better learning outcomes, as expressed through course grades, in the F2F delivery mode for the introductory class. Student grades were then evaluated in the next, more advanced information systems course, using a second ordered probit regression model. The results indicated that mode of delivery, online or F2F, for the more advanced course had no significant impact on student grades for that course, but students who had enrolled in the online and hybrid delivery modes in the first course of the sequence performed significantly better, as measured by course grade, in the more advanced course regardless of delivery mode. 
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A growing body of research suggests that online courses are as effective as face-to-face courses in delivering knowledge-based content. Scant research, however, has been conducted to examine the usefulness of distance education (DE) for teaching clinical coursework. This study compared the outcomes of students who participated in DE sections of a graduate level Social Work Practice with Groups course with students engaged in traditional face-to-face sections of the same course. The DE sections were primarily online and used asynchronistic and synchronistic technology coupled with a few Saturday sessions. Results revealed no significant differences between DE and in-class students in knowledge of leadership skills, group processes and dynamics, or perception of course content and effectiveness. Implications for social work education are discussed. 
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This case-study compared traditional, face-to-face classroom-based teaching with asynchronous online learning and teaching methods in two sets of students undertaking a problem-based learning module in the multilevel and exploratory factor analysis of longitudinal data as part of a Masters degree in Public Health at Maastricht University. Students were allocated to one of the two study variants on the basis of their enrolment status as full-time or part-time students. Full-time students (n = 11) followed the classroom-based variant and part-time students (n = 12) followed the online asynchronous variant which included video recorded lectures and a series of asynchronous online group or individual SPSS activities with synchronous tutor feedback. A validated student motivation questionnaire was administered to both groups of students at the start of the study and a second questionnaire was administered at the end of the module. This elicited data about student satisfaction with the module content, teaching and learning methods, and tutor feedback. The module coordinator and problem-based learning tutor were also interviewed about their experience of delivering the experimental online variant and asked to evaluate its success in relation to student attainment of the module’s learning outcomes. Student examination results were also compared between the two groups. Asynchronous online teaching and learning methods proved to be an acceptable alternative to classroom-based teaching for both students and staff. Educational outcomes were similar for both groups, but importantly, there was no evidence that the asynchronous online delivery of module content disadvantaged part-time students in comparison to their full-time counterparts. 
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The main purpose of the study is to investigate the effect of the blended learning and face-to-face learning on students’ academic achievements and transfer of learning. The first aim of the study is to analyse the students’ academic achievements to determine the change of theoretical knowledge in terms of the instructional method applied in this study. However, students’ performances during the learning process are not always a good indicator. Therefore, the second aim of the study is to examine transferring students’ theoretical knowledge to their educational multimedia projects. For this purpose, 14 weeks of pre- and post-test experimental study is designed. The study is administered through an educational technology course in which students learn how to develop educational multimedia materials. The participants are undergraduate pre-service teachers; they are assigned randomly to the experimental and control group. While the experimental group has both online and classroom sessions, the control group has only face-to-face classroom sessions. Although there is no significant difference between the groups in terms of academic achievement, the students in the blended group are more successful in transferring their knowledge to their projects than the ones in the face-to-face group. In conclusion, the results show that the blended learning approach has a positive effect on the transfer of learning. 
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