Online Learning Efficacy Research Database

What delivery modality is most effective in teaching undergraduate, political science research methods? Using systematically collected data from two academic terms and employing a quasi-experimental design, this paper explores variation in learning outcomes between face-to-face and distance-hybrid course offerings. Variation in the dependent variable is observed through measuring attrition (drop or failure), course performance among those who pass, and course satisfaction. While any evidence of difference in attrition rates is marginal when controlling for sex, age, university experience, a background in similar coursework, or whether the course is taken by a major, there is no evidence that modality predicts performance among those who successfully complete the course. Distance-hybrid learners are less satisfied with the class overall, unless you control for knowledge gains, math anxiety, and especially social presence. Perceptions of a learning community predict satisfaction for learners across both modalities, but when modeled controlling for other subjective outcomes, we predict higher satisfaction for distance learners. This suggests that the best pathway to equalize outcomes across delivery modalities is to work hard to overcome the social presence gap experienced by students learning in a distance-hybrid environment. 
[less]

The face of higher education is changing. One major trend is the fact that students are taking an increasing proportion of their courses online. That is, a growing number of students at not-for-profit private and public colleges and universities are taking some of their course work online and completing other parts in face-to-face courses. What impact does this mix of online and in-person course modalities have on student success? We answer this question by looking at political science majors at a large public university in the USA, taking into account demographics, achievement, and the mix of course modalities the students take (n=1173). Through descriptive statistics, regression analysis, and predicted probabilities, we analyze how the mix of course modalities students enroll in impacts student success and retention. Results indicate that the success of all students declines as they take a greater proportion of their course load online. As universities seek to address this trend in higher education, they need to be particularly sensitive to ways to increase the success of online learners. Considering the needs of online learners is particularly relevant in the wake of the COVID-19 pandemic, which has prompted the shift to online education across the USA and elsewhere, a trend that is likely to continue in the future. 
[less]

This article reports results from a large study comparing four different approaches to teaching Introduction to American Government: (1) traditional, a paper textbook with 100% face-to-face lecture-style teaching; (2) breakout, a paper textbook with 50% face-to-face lecture-style teaching and 50% face-to-face small-group breakout discussion sections moderated by graduate students; (3) blended, an interactive online textbook with face-to-face full-class meetings taught with a blend of lecture, discussions, and in-class activities; and (4) online only, an interactive online textbook with (almost) no face-to-face class meetings. We find that the mode of course delivery is significantly related to student academic engagement and performance as well as civic educational outcomes. Although drop rates were higher in the online only condition, students who successfully completed the online course were significantly more likely to express interest in discussing and participating in politics. Furthermore, students in the online only and blended conditions demonstrated significantly higher levels of objective political knowledge relative to students taking the course in a more traditional format. Finally, students enrolled in sections that assigned the interactive online textbook rated their textbook as significantly more beneficial to their learning experiences than did students who used the traditional paper textbook. 
[less]

This article reports on a study of student outcomes in a pair of matched courses, one taught face-to-face and one taught in a blended format, in which students completed most of the work online but met several times face-to-face. Learning objectives, course content, and pedagogical approaches were identical but the mode of instruction was different. The data suggest academic performance was not influenced by the mode of instruction. Additionally, the data show few differences between the sections in terms of attitudinal outcomes, although students in the blended section reported a lower sense of community. However, one notable outcome was the tendency of students to drop out of the online activities after having a face-to-face session. Lessons for the design of blended courses are discussed. 
[less]