Online Learning Efficacy Research Database

Hybrid courses allow students additional exposure to course content that is not possible in a traditional classroom environment. This exposure may lead to an improvement in academic performance. In this report, I describe the transition of a large undergraduate exercise physiology course from a traditional lecture format to a hybrid lecture-online format. A total of 658 final grades (traditional = 346, hybrid = 312) was used to evaluate the effect of course format on academic performance. The hybrid online portion was delivered using WebCT Vista, enhanced with various instructional technologies. The hybrid lecture portion was enhanced with an in-class response system. PowerPoint files were used to distribute in-class lectures in both formats of the course. Final student grades were 9.9% higher (83% of the increase due to an increase in the exam grade) when the course was administered in a hybrid format (P = 0.01), which translated to a one letter grade increase on a standard grading scale. Transition from a traditional lecture format to a hybrid format significantly enhanced student learning; presumably, this increase is due to the fact that students were able to increase their exposure to course content via access to material on WebCT. 
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The purpose of this study was to determine how a traditional weight training class compared to nontraditional classes that were heavily laden with technology. Could students learn resistance exercises by watching video demonstrations over the Internet? Three university weight training classes, each lasting 16 weeks, were compared. Each class had the same curriculum and workout requirements but different attendance requirements. The online group made extensive use of the Internet and was allowed to complete the workouts on their own at any gym that was convenient for them. Seventy-nine college-aged students were randomized into 3 groups: traditional (n = 27), hybrid (n = 25), and online (n = 27). They completed pretest and posttest measures on upper-body strength (i.e., bench press), lower-body strength (i.e., back squat), and knowledge (i.e., written exam). The results indicated that all 3 groups showed significant improvement in knowledge (p < 0.05). The online group did not require the students to attend class and may have resulted in significantly lower scores on the bench press (p < 0.05) and squats (p < 0.05). This study indicates that an online weight training course may improve knowledge but not strength. Possible reasons for a lack of improvement in the online group included lack of motivation, low accountability, and the possibility that the self-reported workouts were not accurate. These results suggest that there is a limit to how much technology can be used in a weight training class. If this limit is exceeded, some type of monitoring system appears necessary to ensure that students are actually completing their workouts. 
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The current paper discusses a comparative assessment of student learning outcomes in large online and traditional in-class courses when teaching introduction to criminal justice. The courses were taught to over 500 students in a public, urban university in the southeast. Overall, the findings of the current study highlight that there are few differences regarding student performance and knowledge obtainment in the two courses. The only significant correlations with the delivery method were weakly related to the third exam grade and the class final grade. The online class received significantly higher grades on the third exam in comparison to the in-class group. However, the students’ final grades and course delivery type were negatively correlated indicating that the traditional class received a significantly higher final grade than the online class. Lastly, the results revealed that students were less satisfied with the online course, which may have been attributed to technological problems during the semester. 
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The goal of this study was to explore whether differences in student academic indicators exist between taking a course face-to-face (F2F) and taking a course via distance education (DE). Three hundred and eighty five students were enrolled in a course offered, both, as F2F (n = 116) and as DE (n = 269). Course content, instructor, textbook adopted, and assessment methods were consistent between the two course delivery formats. Final grades, DFW rates, and end of term course and instructor evaluations were used as the outcome indicators. In addition, student demographic information was factored into data analyses. Results indicated that there was a statistically significant difference in final grade, DFW rates, and end of term course evaluation response rates between the course offerings. Further analysis suggested that freshman grade performance was significantly different between course offerings. Implications and policy suggestions regarding distance education will be discussed. 
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This study developed an interactive multimedia-based software program for Optics instruction, which was expected to overcome the imperfection of traditional optical labs. The researcher evaluated the effectiveness of the program through an experimental study that compared the learning outcomes of the students who used and did not use the software. The results showed that the program is as effective as the traditional Optics labs. The researcher also investigated the users' perceptions of the experiences with the program. The advantages and challenges were both discussed. More importantly, the study provided valuable recommendations for educators if they see the potential of adopting this program in their instruction. 
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Although still in its infancy, the use of the internet as a means to teach college courses, including economics, is growing. Previous research concerning the level of student learning in economics courses via the internet versus a traditional classroom has been scant and inconclusive. This paper explores the factors that influence student performance in both principles of macroeconomics and principles of microeconomics and compares student achievement in courses taken in traditional classroom settings with those done via the internet. We provide a brief summary of the relevant literature, a description and statistical analysis of our data, and a discussion of our findings. Future ideas for research are noted. 
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The development of collaborative studies in learning has led to a renewed interest in the field of Web-based education. In this experimental study a highly interactive and collaborative virtual teaching environment has been created by supporting Moodle LMS with collaborative learning tool GREWPtool. The aim of this experimental study has been to find out the success rate of students when using an advanced and a standard collaborative tool in teaching programming languages over the Internet. The system has been tested with a total of 58 students whose aim was to learn the programming language Java. Success rate of students have been measured using two different assessments. Our results show a higher success rate when an LMS system is combined with an advanced collaborative tool during the teaching of programming languages in a Web-based environment. 
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Studying worked examples and engaging in self-explanation are well-supported strategies for developing self-regulated learning and improving student performance. Our efforts involve a design theory approach to creating a Web-based learning tool that uses the notion of a weekly quiz to draw students into an environment that supports the development of fundamental strategies for improving performance and well-structured problem solving. This manuscript describes a quasi-experimental study to isolate the specific impact of our tool on student learning and motivation. Results are inconclusive about an impact for students only provided with worked examples. The combination of a worked example with a self-explanation prompt produces improvement in performance, problem solving skill, and self-efficacy. 
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This study presents persistence and attrition data from two years of data collection. Over the eight quarters studied, the persistence rate in online courses was 79 percent. The persistence rate for similar onground courses was 84 percent. The drops for both course modalities were disaggregated by the "time" of the request for withdrawal: before course start, during the initial week, and during instruction. There was a significant difference between online and onground requests for withdrawals during the initial week. There was no significant difference between online and onground drop rates after the start of "instruction," leading to the conclusion that differences in instruction online and onground was unlikely to be a major influencing factor in the student's decision to drop. 
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From a student's perspective, technology-assisted learning provides convenient access to interactive contents in a hyperlinked multimedia environment that allows increased control over the pace and timing of the presented material. Previous research examining different aspects of technology-assisted learning has found equivocal results concerning its effectiveness and outcomes. We extend prior studies by conducting a longitudinal field experiment to compare technology-assisted with face-to-face learning for students' learning of English. Our comparative investigation focuses on learning effectiveness, perceived course learnability, learning-community support, and learning satisfaction. In addition, we analyze the effects of different learning styles in moderating the effectiveness of and satisfaction with technology-assisted learning. Overall, our results show significantly greater learning effectiveness with technology-assisted learning than with conventional face-to-face learning. Learning style has noticeable influences on the effectiveness and outcomes of technology-assisted learning. We also observe an apparently important interaction effect with the medium for delivery, which may partially explain the equivocal results of previous research. 
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