Online Learning Efficacy Research Database

The purpose of this research was to perform a three way comparison of delivery modes for an introductory Management Information Systems course to determine if there existed a difference in student success among the delivery modes. The research compares student exam and final grade results in this class that was taught by the same instructor using face-to-face, blended and online delivery modes. An Analysis of Variance test was used on the exam and final grade data to determine if a significant difference existed. Additionally, a discussion of this class in relation to student satisfaction, learning effectiveness and faculty satisfaction is presented. This research demonstrates that there is no significant difference among delivery modes. Additionally, blended and online modes for this class do very well when measuring student satisfaction, learning effectiveness and faculty satisfaction. 
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Interactive video in an e-learning system allows proactive and random access to video content. Our empirical study examined the influence of interactive video on learning outcome and learner satisfaction in e-learning environments. Four different settings were studied: three were e-learning environments—with interactive video, with non-interactive video, and without video. The fourth was the traditional classroom environment. Results of the experiment showed that the value of video for learning effectiveness was contingent upon the provision of interactivity. Students in the e-learning environment that provided interactive video achieved significantly better learning performance and a higher level of learner satisfaction than those in other settings. However, students who used the e-learning environment that provided non-interactive video did not improve either. The findings suggest that it may be important to integrate interactive instructional video into e-learning systems. 
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The author conducted two experiments to assess effectiveness of interactive e-learning. Students in a fully interactive multimedia-based e-learning environment achieved better performance and higher levels of satisfaction than those in a traditional classroom and those in a less interactive e-learning environment. 
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Abstract not available. 
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This study compares outcome measures for identical courses offered in two delivery modes. One delivery mode is Web-based, online, and asynchronous, and the other is face-to-face and synchronous. Outcome measures for both modes include gain scores (difference between pretest and posttest knowledge), grade expressed as a percentage, and student satisfaction. These outcome measures are used to determine whether online students learn as effectively as face-to-face students. Analysis of the data suggests that online students are gaining knowledge comparable to the face-to-face students and that the online students are as satisfied on most dimensions as the face-to-face students. Kolb's Learning Style instrument is utilized to determine if one learning style lends itself better to online learning than other styles. 
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Internet technologies are having a significant impact on the learning industry. For-profit organizations and traditional institutions of higher education
have developed and are using web-based courses, but little is known about their effectiveness compared to traditional classroom education. Our work focuses on the effectiveness of a webbased virtual learning environment (VLE) in the context of basic information technology skills training.
This article provides three main contributions. First, it introduces and defines the concept of VLE, discussing how a VLE differs from the traditional classroom and differentiating it from the related, but narrower, concept of computer aided instruction (CAI). Second, it presents a framework of VLE effectiveness, grounded in the technology mediated learning literature, which frames the VLE research domain, and addresses the relationship between the main constructs. Finally, it focuses on one essential VLE design variable, learner control, and compares a web-based VLE to a traditional classroom through a longitudinal
experimental design. Our results indicate that, in the context of IT basic skills training in undergraduate education, there are no significant differences in performance between students enrolled in the two environments. However, the VLE leads to higher reported computer self-efficacy, while participants report being less satisfied with the learning process. 
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