Online Learning Efficacy Research Database

Background: Despite the increasing reliance in counselor education on online teaching and learning, the efficacy is not well documented.
Objective: To investigate learning outcomes for master’s-level rehabilitation and mental health counseling students.
Methods: This study compared on-campus and online learning course delivery methods with pre-and post-tests using 41 participants across four courses.
Findings: Significant differences were found within both groups between the pre- and post-test, indicating significant gains in knowledge acquisition. No significant differences were found between group modalities in the magnitude of improvement in test scores.
Conclusions: Findings suggest that no differences exist in these learning outcomes when online and on-campus teaching modalities are compared and that both modalities produce positive learning outcomes. Continued research is needed to address additional questions in this area. 
[less]

Using a quasi-experimental mixed methods concurrent design, this study measured the science self-efficacy of pre-service elementary teachers before and after a survey of science content course. Further, this course was delivered in two different formats: face-to-face and hybrid (approximately 50% online), and compared pre-and post-science self-efficacy of students in the two different course formats. Our quantitative results showed increases in personal efficacy, but not outcome expectancy for both formats, and no significant differences between the increases for either format. Our qualitative data showed that participants attributed their increased levels of personal efficacy to the hands-on components of the course, as well as perceived teacher attitudes toward science, both of which would be challenging to replicate in a purely online format, as opposed to the hybrid format included in this study. 
[less]

Central to determining the effectiveness of technology to support learning and the value of technology-mediated instruction is the quality of programs. edTPA is a widely accepted, national measure of teacher readiness and preparation. Using edTPA score reports for teacher candidates completing a teacher education program, this study provides data informed evidence of the equivalency of online teacher candidates’ learning outcomes as compared to candidates completing traditional face to face (F2F) programs. Mean and summative performance results suggest that mode of course delivery was not a significant factor in preparing teacher candidates. In general, learning was comparable in either format; however, analyses at the element level offer evidence of differences in achievement outcomes associated with program structure. These findings challenge notions that traditional methods of teacher preparation are the only reputable pathways to becoming a teacher and suggest attributes of online learning may be linked to differences in candidate knowledge and skills preparation when equitable curricular opportunities are provided. Based on the results of this study, authors contend that not only is online an equivalent and in some cases more effective method for preparing teachers; it may be a more adept program delivery platform for preparing educators for planning for instruction and assessing student learning outcomes. 
[less]

As broadband internet access and LMS technology are rapidly expanding, and ICT is becoming a part of the teacher education curriculum, online learning is growing in all parts of the world in order to open education to everyone. Online collaborative work can bring specialists to every class, connect between students in different countries and from different cultures and adapt learning to the flat world. This research compares blended and online models of teaching in two versions of the same course at a teacher college in Israel. Each learning activity in class in the blended model has become an online activity in the online course. What is the contribution of an online course to students as compared with the contribution of a blended version of the same course? An achievement test, questionnaires, course products, interviews and statistic tools assisted to measure, investigate and estimate the contribution of each model to the development of students’ skills, and the advantages and disadvantages of each model. Results indicated that an online course, which uses state-of-the-art ICT and major pedagogical considerations in organizing its online learning activities, has the potential to create meaningful learning. 
[less]

The purpose of this study is to investigate how hybrid learning instruction affects undergraduate students’ learning outcome, satisfaction and sense of community. The other aim of the present study is to examine the relationship between students’ learning style and learning conditions in mixed online and face-to-face courses. A quasi-experimental design was used and 140 sophomores were recruited in this study. Students’ learning outcomes, satisfaction, sense of community and learning styles were measured. Results showed that students in a hybrid course had significantly higher learning scores and satisfaction than did students of the face-to-face courses. The result also indicated that students of hybrid learning classrooms felt a stronger sense of community than did students in a traditional classroom setting. Analysis of learning style indicated that learning style had significant effect on learning outcome in the study group. Accommodator learners had higher e-learning effectiveness than other style learners. Possible reasons of results were discussed. 
[less]

Blended learning model combines different advantages of face to face education and e-learning to ensure an effective learning environment for students. The purpose of this study was to investigate the impact of traditional and blended instruction, in students´ knowledge in a Physical Education in Early Childhood course. For the purpose of this study a knowledge test was created and item analysis and validity and reliability tests were conducted. The course was developed to meet the learning needs of students and the course’s objectives. The curriculum lasted 13 weeks and included for the traditional instruction 12 face to face lectures and for the mixed 7 face to face lectures and 6 on line lectures. The software platform supporting the operation of blended instruction was the course management system E-Class. The study involved 60 students, (35 men, 25 women) aged 19-23 years old (M=20,22, SD=.98). Data analysis indicated that the knowledge test was valid and reliable. Although both groups improved their cognitive learning in this course, the blended learning group was more successful than the traditional on students´ achievement. Based on the findings, blended instruction appears as an alternative teaching practice that should be embraced by educators, in order to assist students to improve their performance. 
[less]

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. 
[less]

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. 
[less]

This study employed a randomized experiment to examine differences in teacher and student learning from professional development (PD) in two modalities: online and face-to-face. The study explores whether there are differences in teacher knowledge and beliefs, teacher classroom practice, and student learning outcomes related to PD modality. Comparison of classroom practice and student learning outcomes, normally difficult to establish in PD research, is facilitated by the use of a common set of curriculum materials as the content for PD and subsequent teaching. Findings indicate that teachers and students exhibited significant gains in both conditions, and that there was no significant difference between conditions. We discuss implications for the delivery of teacher professional learning. 
[less]

Distance learning has become more popular in recent years. Due to concern about the quality of web-based courses, the purpose of this study was to explore the differences in web-based versus land-based courses. In this study, the researcher compares web-based and land-based education courses to explore the strengths and weaknesses of each type of course. Overall, the average grades were similar but web-based was the more popular format. Land-based courses had a higher retention rate for students. 
[less]