Online Learning Efficacy Research Database

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Showing 1 - 10 of 263 citations
Online education platforms scale college STEM instruction with equivalent learning outcomes at lower cost.
Chirikov, I. , Semenova, T., Maloshonok, N. , Bettinger, E., Kizilcec, R. F.
Meeting global demand for growing the science, technology, engineering, and mathematics (STEM) workforce requires solutions for the shortage of qualified instructors. We propose and evaluate a model for … [more]
Meeting global demand for growing the science, technology, engineering, and mathematics (STEM) workforce requires solutions for the shortage of qualified instructors. We propose and evaluate a model for scaling up affordable access to effective STEM education through national online education platforms. These platforms allow resource-constrained higher education institutions to adopt online courses produced by the country’s top universities and departments. A multisite randomized controlled trial tested this model with fully online and blended instruction modalities in Russia’s online education platform. We find that online and blended instruction produce similar student learning outcomes as traditional in-person instruction at substantially lower costs. Adopting this model at scale reduces faculty compensation costs that can fund increases in STEM enrollment. 
Full-texts of the citations in the database are protected by copyright. If you would like to read the full articles, please check your academic library. For more information, read the FAQ.
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2020, Science Advances, 6, 1-10.
  |   Engineering  |   Traditional, Blended/hybrid, Fully online  |   325 Undergraduate
A comparison of face-to-face versus online instruction in the correct pronunciation of anatomical terms in communication sciences and disorders: An initial investigation.
Cralidis, A. L. , Salley, S. W.
2020, Teaching and Learning in Communication Sciences & Disorders, 4, 1-11.
  |   Communication Sciences  |   Traditional, Fully online  |   98 Undergraduate
Cultural competence shifts in multicultural psychology: Online versus face-to face.
de la Caridad Alvarez, M., Domenech Rodriguez, M. M.
An undergraduate multicultural psychology class that aimed to promote shifts in the cultural competence domains of self-awareness, knowledge, and skills was offered online and face-to-face. Upon comparison of … [more]
An undergraduate multicultural psychology class that aimed to promote shifts in the cultural competence domains of self-awareness, knowledge, and skills was offered online and face-to-face. Upon comparison of pre- and post-self-report measures for 155 students across the two modalities, we found significant between-group differences for gender, Wilks’ λ = .821, F(6, 146) = 5.291, p < .001, η2p = .179, with women reflecting more favorable scores than men. Within groups, we found a main effect for time, Wilks’ λ = .726, F(6, 146) = 9.203, p <.001, η2p = .274 —specifically, more favorable scores at Time 2 compared to Time 1 in ethnocultural empathy, color-blind racial attitudes, and multicultural experiences. Notably, the main effect for modality was statistically nonsignificant, Wilks’ λ =.988, F(6, 146) = 0.291, p = .940, η2p = .012, reflecting similar general gains across modalities. However, a significant time by modality interaction within groups, Wilks’ λ = .888, F(6, 146) = 3.063, p = .007, η2p = .112, suggested that in-person students had more favorable movement than online students between Time 1 and Time 2 on specific measures of ethnocultural empathy and color-blind racial attitudes. Results show that shifts in multicultural domains can be possible through mirroring gold standard courses in multicultural psychology regardless of the teaching modality. Results appear to be somewhat attenuated for online compared to in-person students. Recommendations for changes in teaching strategies and further evaluation are discussed. 
Full-texts of the citations in the database are protected by copyright. If you would like to read the full articles, please check your academic library. For more information, read the FAQ.
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2020, Translational Issues in Psychological Science, 6, 160-174.
  |   Psychology  |   Traditional, Fully online  |   155 Undergraduate
Comparing student achievement in traditional learning with a combination of blended and flipped learning.
Halasa, S., Abusalim, N., Rayyan, M., Constantino, R. E., Nassar, O., Amre, H. , Sharab, M., Qadri, I.
Aim: The aim of this study was to investigate the effectiveness of blended learning with a flipped classroom design on student academic achievement in a Bachelor of Science … [more]
Aim: The aim of this study was to investigate the effectiveness of blended learning with a flipped classroom design on student academic achievement in a Bachelor of Science in Nursing course.
Design: A quasi-experimental study.
Method: Students were split into an experimental blended learning with a flipped classroom design group and a control group using the traditional, teacher-centred learning method. Data were collected during spring 2018 (13.3 weeks) and student's grades for the registered course and their grade point average (GPA) were recorded.
Results: Findings showed statistically significant increases in student grades in the experimental group. Predictability calculations also showed better achievement of learning outcomes if a blended learning with a flipped classroom design is continued to be used in the future. 
Full-texts of the citations in the database are protected by copyright. If you would like to read the full articles, please check your academic library. For more information, read the FAQ.
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2020, Nursing Open, 7, 1129-1138.
  |   Nursing Education  |   Traditional, Blended/hybrid  |   125 Undergraduate
Effectiveness of blended learning for teaching cardiac disorders on nursing students' learning outcomes and attitude.
Kanika, Harmeet Kaur
An estimate of about 26 million individuals across the world are affected by Heart Failure. There is a necessity of using e-learning in Nursing profession, because nurses need … [more]
An estimate of about 26 million individuals across the world are affected by Heart Failure. There is a necessity of using e-learning in Nursing profession, because nurses need access to updated information on diseases, treatments and new skills. The purpose of the study was to find out the effectiveness of Blended learning on Nursing Students' learning outcomes regarding management of cardiac disorders. A True-Experimental study was conducted among 40 nursing students. The results revealed that mean post-test knowledge and skills scores in Blended learning group were not significantly higher than Conventional learning group. Further, mean post-test clinical decision-making scores in Blended learning group were significantly higher than the Conventional learning group. Conclusion: Blended Learning was effective in improving the learning outcomes of Nursing Students in terms of Critical Decision-making. There was a favourable attitude of Nursing Students towards Blended Learning. 
Full-texts of the citations in the database are protected by copyright. If you would like to read the full articles, please check your academic library. For more information, read the FAQ.
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2020, International Journal of Scientific Research, 9, 16-17.
  |   Nursing Education  |   Traditional, Blended/hybrid  |   40 Undergraduate
Comparison of the effectiveness of teaching strategies for a pediatric pain management program for undergraduate nursing students: A quantitative evaluation using an objective structured clinical examination.
Liu, Y-M., Lin, G-L., Chao, K-Y., Jih, H. J., Yang, B-H., Chiang, Y-C.
Pain is a common experience for hospitalized children; however, nursing students are often not adequately trained in pediatric pain management. Innovative teaching strategies, such as e-learning, have been … [more]
Pain is a common experience for hospitalized children; however, nursing students are often not adequately trained in pediatric pain management. Innovative teaching strategies, such as e-learning, have been employed for instructing students, however success of these platforms has not been quantitatively measured. This study compared students' knowledge and skill performance following a researcher-designed pain management program administered with three teaching strategies: traditional face-to-face, e-learning, or blended learning. Undergraduate nursing students in Taiwan (N = 296) randomly assigned to one of the teaching strategies participated. Knowledge of pain management, and pain management skills were quantified. A subjective assessment of attitudes towards learning found no significant difference between groups. Knowledge of pediatric pain management did not differ significantly between groups (p = 0.36). A 15-item objective structured clinical examination (OSCE) measured the competency of pain management skills; scores were not significantly different, regardless of teaching strategy (p = 0.70). Traditional face-to-face teaching was as effective as both innovative strategies. Evaluating students’ skills following a pain management program with an OSCE provided a quantitative assessment of competency. Innovative strategies for teaching pediatric pain management could be a cost-effective way to provide flexible learning opportunities for nursing students who are distant from educational institutions. 
Full-texts of the citations in the database are protected by copyright. If you would like to read the full articles, please check your academic library. For more information, read the FAQ.
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2020, Nurse Education in Practice, 43, 1-6.
  |   Nursing Education  |   Traditional, Blended/hybrid, Fully online  |   296 Undergraduate
Blended learning in computing education: It’s here but does it work?
Monk, E. F., Guidry, K. R., Pusecker, K. L., Ilvento, T. W.
Blended learning, a combination of face-to-face and computer-assisted pedagogy, is gaining acceptance at universities as an alternative learning experience. Modern technology has given faculty new ways to incorporate … [more]
Blended learning, a combination of face-to-face and computer-assisted pedagogy, is gaining acceptance at universities as an alternative learning experience. Modern technology has given faculty new ways to incorporate active learning and increase student engagement in their courses. Although the broad history of technology enhanced coursework has demonstrated that student learning is usually very comparable to what occurs in traditional coursework, recent studies focusing specifically on blended learning in totally redesigned classes report positive results. Were those positive results due to the online blending or to the redesign of the class? To answer this question and other limitations and challenges in past studies, the authors present their unique research that measures learning in a blended undergraduate management information systems course where identical classes were compared, one being all face-to-face and one being one-third online. By varying only course modality, this research answers the question of whether blended learning is a superior learning environment in an undergraduate MIS class, a second-level MIS class covering ERP, business processes, databases, advanced spreadsheets, and data analytics. Collecting both quantitative and qualitative data, the authors use a critical realism lens to create a mechanism for learning. Quantitative data, analyzed by multiple regression models and qualitative data, analyzed by content analysis lead to the outcome that learning is comparable to traditional coursework, grade-wise, but students prefer face-to-face class time. It also reveals that self-regulatory skills are evident, confirming that blended learning can aid in the construction of learning. 
Full-texts of the citations in the database are protected by copyright. If you would like to read the full articles, please check your academic library. For more information, read the FAQ.
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2020, Education and Information Technologies, 1, 83-104.
  |   Computer Science  |   Traditional, Blended/hybrid  |   560 Undergraduate
Comparison of student attitudes and performance in an online and face-to-face inorganic chemistry course.
Nenning, H. T., Idarraga, K. L. , Salzer, L. D. , Bleske-Rechek, A. , Theisen, R. M.
With the proliferation of internet technology, the E-learning has become an essential method and new epitome that is widely used and implemented by educational institutions across the globe. … [more]
With the proliferation of internet technology, the E-learning has become an essential method and new epitome that is widely used and implemented by educational institutions across the globe. The main objective of the current survey was to study the impact of E-learning on the students' academic performance. It was a facility-based and quasi-experimental research design that carried out in Najran University- college of nursing during the period from January to August, 2019. By adopting a purposive sampling technique, 80 under-graduate nursing students (40 experimental group + 40 as controls) that aged 21-24 years old had been recruited to participate in the current survey. Final exam results and a self-administered questionnaire were used for collecting data. The findings revealed that the mean scores obtained by students in the final exam by the E-learning group (Experimental) is statistically significantly higher than those for the traditional group (controls) (t=3.45, df=37, P value= 0.002). Additionally, the results showed that the mean of the students' overall satisfaction with the traditional face-to-face lectures in the control group was 6.26, while the mean of the students' overall satisfaction with E-learning in the experimental group was 8.74. The difference between students' attitudes was significant (P = 0.015) in favor of the experimental group. The key findings of the present study show a significant difference in learning outcomes beside positive attitudes between online and traditional learners which can be a viable alternative learning method for higher education. It also contributes to the current literature in the area of online instruction and E-learning 
Full-texts of the citations in the database are protected by copyright. If you would like to read the full articles, please check your academic library. For more information, read the FAQ.
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2020, Chemistry Education Research and Practice, 21, 168-177.
  |   Chemistry  |   Traditional, Fully online  |   0 Undergraduate
Virtual and traditional classes of English language at UQU: A comparative study of learning outcomes.
Al-Asmari, A.
Many earlier studies assessed virtual vs. traditional learning outcomes. The majority of them had two limitations. (1) learners self-selection of virtual classes, and (2) the lack of exams … [more]
Many earlier studies assessed virtual vs. traditional learning outcomes. The majority of them had two limitations. (1) learners self-selection of virtual classes, and (2) the lack of exams proctoring. It has been stated that these factors give more opportunities of unrealistic elevation of learning outcomes of virtual classes over the traditional ones. This study is of comparative corpus-based nature applied on 1324 male students of Medicine enrolled in Joint First Year Program (JFYP) at Umm Al-Qura University (UQU) in the first semesters of the academic years (2017-2018) and (2018-2019). Participants of this study were given English classification test before commencing their JFYP. In the first semester of the academic year (2017-2018), 624 students were taught English in traditional classes by the English Language Center (ELC) at UQU. The other 700 students studied English through virtual classes by TeachCast with Oxford via Eleutian platform. Then, all participants sat for final exams by the end of their first semesters. Comparing the participants’ grade in these two tests is meant to (1) test the claims of the earlier studies, (2) reveal the impact of English instruction by the ELC at UQU and (3) disclose whether the English learning outcomes of controlled virtual classes surpass the traditional classes’ or not. Findings of this study indicated that the learning outcomes of virtual classes significantly surpassed the traditional classes although the affecting factors stated by earlier studies were eliminated. Then, the study recommendations were suggested. 
Full-texts of the citations in the database are protected by copyright. If you would like to read the full articles, please check your academic library. For more information, read the FAQ.
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2019, Saudi Journal of Humanities and Social Sciences, 4(5), 311-315.
  |   English Language  |   Traditional, Fully online  |   1,363 Undergraduate
Comparing and contrasting the interactional performance of teachers and students in traditional and virtual classrooms of advanced writing course in distance education university.
Asadi, N. , Khodabandeh, F., Yekta, R. R.
Since interaction provides the opportunity for students to share their ideas, thoughts, comments and feelings with their peers and teacher, it can be claimed that it is an … [more]
Since interaction provides the opportunity for students to share their ideas, thoughts, comments and feelings with their peers and teacher, it can be claimed that it is an integral component of learning. The present study applied the Sinclair and Coulthard’s interaction (IRF) (1975) model on the English learners of two traditional and virtual classes in order to investigate the differences between their writing scores in these two classes on the one hand, and the extent to which the IRF structure occurs in these two classes on the other hand. For this purpose, 79 and 20 intermediate level EFL learners were selected from the virtual and traditional classes of Payame Noor University (PNU). They were given the pre-test at the beginning and post-test after eight sessions of the same treatment in both classes by the same instructor. Their pre- and post-test scores were compared. The results indicated that there was a significant difference between the participants’ post-test scores in two classes in terms of three components of the intended six components of the five-paragraph essay. This study concluded that the participants in the virtual class performed better than their peers in the traditional one. Moreover, the number of interactions between the participants and teacher was more in the virtual class. Since the effect of interaction between the students and teacher on better performance and learning was shown in this study, other teachers can take into consideration the importance of interaction as well as technology for better teaching-learning process. 
Full-texts of the citations in the database are protected by copyright. If you would like to read the full articles, please check your academic library. For more information, read the FAQ.
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2019, Turkish Online Journal of Distance Education, 20, 135-148.
  |   English Language Writing  |   Traditional, Fully online  |   99 Undergraduate
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This Ecampus Research Unit project is a searchable resource of academic studies of education efficacy across modalities. Filter by discipline or journal to find research in your subject area of interest. View overview or read the FAQ.

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