Online Learning Efficacy Research Database

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Showing 1 - 10 of 213 citations
Investigating the impact of blended learning on academic performance in a first semester college physics course.
Bazelais, P., Doleck, T.
This study investigates the impact of blended learning—which combines face-to-face classroom instruction with online-mediated instruction—in the context of Collège d’enseignement général et … [more]
This study investigates the impact of blended learning—which combines face-to-face classroom instruction with online-mediated instruction—in the context of Collège d’enseignement général et professionnel (CEGEP) pre-university science students. Although blended learning is a relatively recent addition to the college science classroom, studies have demonstrated that blended learning can create a more positive and active learning environment, and enhance both the quality of instruction and student learning outcomes in Science, Technology, Engineering, and Mathematics (STEM) education. Today, blended learning approaches are increasingly adopted in classrooms across North American colleges and universities, yet blended learning has received limited attention in the context of CEGEP pre-university programs. The present study sought to address this gap by examining the effectiveness of instruction in the mechanics course in the physics pre-university program at an English CEGEP, comparing the blended learning approach and the traditional lecture-based instruction. The results suggest that the blended learning approach leads to more conceptual change, acquisition of more skills, and higher performance. The findings of this research provide valuable implications and encouragement for future implementations of blended learning in CEGEPs. 
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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2018, Journal of Computers in Education, 1-28.
  |   Physics  |   Traditional, Blended/hybrid  |   71 Undergraduate
Assessing student performance in hybrid versus web-facilitated personal health courses.
Cathorall, M. L., Xin, H., Blankson, F., Kempland, M., Schaefer, C.
This study aims to examine the effectiveness of web-f acilitated and hybrid course delivery formats on student learning outcomes for four sections of an undergraduate Personal Health course … [more]
This study aims to examine the effectiveness of web-f acilitated and hybrid course delivery formats on student learning outcomes for four sections of an undergraduate Personal Health course at a public institution. This is a quasi-experimental study. Two sections were taught as hybrid classes and two sections were taught as web-facilitated classes. A total of 181 undergraduate students from across the university participated in the study. Student learning outcomes were measured by comparing quiz scores and final course grade. Instructor evaluation ratings were also compared. Results indicate that student-learning gains were similar regardless of delivery format. There were no significant differences in objective quiz scores or final grade between the delivery formats. The instructor mean evaluation score was significantly higher for the web-facilitated format. Although the students’ performance is comparable in both delivery formats students prefer web-facilitated courses with more face-to-face interactions with the instructor to hybrid courses. Examining student technological capabilities and motivation in web-facilitated and hybrid courses is necessary to improve evaluations. 
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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2018, The Turkish Online Journal of Educational Technology, 17 (1), 11-16.
  |   Health  |   Web-facilitated, Blended/hybrid  |   181 Undergraduate
A comparison of online and traditional chemistry lecture and lab.
Faulconer, E. K. , Griffith, J. C., Wood, B. L., Archaryya, S., Roberts, D. L.
While the equivalence between online and traditional classrooms has been well researched, very little effort has been expended to do such comparisons for college level introductory chemistry. The … [more]
While the equivalence between online and traditional classrooms has been well researched, very little effort has been expended to do such comparisons for college level introductory chemistry. The existing literature has only one study that investigated chemistry lectures at an entire course level as opposed to particular course components such as individual topics or exams. Regarding lab courses, only one study is available and it involves moderating variables that are largely uncontrolled. In this work, we compared the student pass rates, withdrawal rates, and grade distributions between asynchronous online and traditional formats of an introductory chemistry lecture as well as its associated lab course. The study was based on the 823 university records available for the 2015–2016 academic year. Student pass and withdrawal rates between the two modes were quite similar and did not appear to be statistically significant. However, grade distributions for both the lecture and lab differed between the two learning modes, showing significant statistical associations. Online students were more likely to earn As in both lecture and lab while traditional in-person students were more likely to earn Cs or Ds. Further research should include replication of this study with a larger data set. Additionally, this study should be repeated in three to five years to determine if advances in course design, standardization and delivery platforms further reduce or eliminate differences between learning modes. Future studies should also use qualitative tools for a better understanding of why students fail or withdraw from courses. 
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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2018, Chemistry Education Research and Practice, 19, 392-397.
  |   Chemistry  |   Traditional, Fully online  |   787 Undergraduate
Quantitative skills, critical thinking, and writing mechanics in blended versus face-to-face versions of a research methods and statistics course.
Goode, C. T. , Lamoreaux, M., Atchison, K. J. , Jeffress, E. C. , Lynch, H. L., Sheehan, E.
Hybrid or blended learning (BL) has been shown to be equivalent to or better than face-to-face (FTF) instruction in a broad variety of contexts. We randomly assigned students … [more]
Hybrid or blended learning (BL) has been shown to be equivalent to or better than face-to-face (FTF) instruction in a broad variety of contexts. We randomly assigned students to either 50/50 BL or 100% FTF versions of a research methods and statistics in psychology course. Students who took the BL version of the course scored significantly lower on measures of quantitative mastery of statistical concepts than those who took the FTF version; however, the size of this effect was quite small. We detected no significant difference between BL and FTF in the expression of critical thinking through writing or writing mechanics. The greatest difference in performance was among instructors regardless of instruction type. We discuss these results in the context of increasing online and BL instruction, particularly with regard to teaching psychological statistics, research methods, and critical thinking. 
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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2018, Teaching of Psychology, 45, 124-131.
  |   Psychology  |   Traditional, Blended/hybrid  |   161 Undergraduate
The effect of blended learning on developing Saudi English majors' writing skills.
Hamouda, A.
Blended learning seems to be an emerging trend in education and has caught the interest of many educators and researchers as a new approach to encourage students in … [more]
Blended learning seems to be an emerging trend in education and has caught the interest of many educators and researchers as a new approach to encourage students in their learning process. Though blended learning has proven its success and efficiency in teaching and learning of English writing skills in many ESL and EFL contexts, no attempts had been made to investigate its effectiveness in teaching English writing skills in K.S.A. To fill in this gab, the current study attempts to examine the impact of blended learning approach on improving Saudi EFL students’ English essay writing. Moreover, it examines Saudi students’ perceptiveness toward implementing blended learning approach to develop English essay writing. Sixty participants were selected out of sixty eight English majors based on their scores on a piloted proficiency test. They were then randomly divided into two equal groups undergoing control and experimental conditions. The experimental group was taught through the use of blended learning approach whereas the control group was taught through traditional lecture method. To achieve the study aims, the researcher adopted a mixed method research design so as to collect qualitative and quantitative data. Data collection instruments were pre and post writing essays tests, questionnaire, and interviews. Teaching experiment was conducted for ten weeks in March-April 2017. The researcher used the following statistical methods to reach the results: (Mean, Standard Deviation, and T-Test). The results of the independent-samples t-tests showed that participants of the blended learning group significantly outperformed the control group in their writing performance. The study findings also revealed that there were statistically significant differences between the scores of the paired experimental group in the pre and post achievement test in favour of the post-test. This improvement was ascribed to the use of blended learning approach in teaching essay writing. Moreover, the analysis of the data obtained from the questionnaires and interviews indicated that students in the experimental group had positive perspectives towards the use of blended learning approach in teaching English essay writing. Finally, the findings of the study hold a number of pedagogical implications for EFL learners, language teachers, material developers, and those interested in essay writing. 
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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2018, International Journal of English and Education, 7, 40-84.
  |   English Language Writing  |   Traditional, Blended/hybrid  |   60 Undergraduate
Effects of implementing a hybrid wet lab and online module lab curriculum into a general chemistry course: Impacts on student performance and engagement with the chemistry triplet.
Irby, S. M. , Borda, E. J. , Haupt, J.
Here, we describe the implementation a hybrid general chemistry teaching laboratory curriculum that replaces a portion of a course’s traditional “wet lab” experiences with online virtual lab … [more]
Here, we describe the implementation a hybrid general chemistry teaching laboratory curriculum that replaces a portion of a course’s traditional “wet lab” experiences with online virtual lab modules. These modules intentionally utilize representations on all three levels of the chemistry triplet - macroscopic, submicroscopic, and symbolic. The implementation of this curriculum allowed an opportunity to evaluate this new course structure. First, student performance was assessed based on pre- and post-assessments. Second, dialogue from students working through the traditional and module versions of one lab was analyzed for how each format encouraged students to engage with the chemistry triplet. Data suggest both formats led to positive learning gains, but the differences between formats were not statistically significant. However, there was a significant difference in student engagement with the chemistry triplet, with module students showing a higher overall amount of triplet-related dialogue and more continuous dialogue segments connecting multiple levels of the triplet. 
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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2018, Journal of Chemical Education, 95, 224-232.
  |   Chemistry  |   Traditional, Blended/hybrid  |   67 Undergraduate
Blended learning: Correlations on the effectiveness of the different learning environment.
Las Johansen, B. C., Funcion, D. G. D.
Utilization of technology in the teaching and learning process has brought a significant impact to the education sector. Technology offers educators and learners a new learning experience to … [more]
Utilization of technology in the teaching and learning process has brought a significant impact to the education sector. Technology offers educators and learners a new learning experience to encourage and enrich the teaching and learning process. The study used descriptive-correlation to know the effectiveness of the different learning environment through pretest and post-test and to determine the satisfaction rating of the respondents towards the different kinds of learning environment. It was found out in the result that blended learning shows an effective tool to enriched student performance in programming. It is recommended to use different learning mode of delivery to shows a significant increase and improvement in the academic performance. 
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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2018, Journal of Computer Engineering and Information Technology, 10, 41-49.
  |   Computer Science  |   Traditional, Blended/hybrid, Fully online  |   85 Undergraduate
Training community healthcare workers on the use of information and communication technologies: a randomised controlled trial of traditional versus blended learning in Malawi, Africa.
Mastellos, N., Tran, T., Dharmayat, K., Cecil E., Lee, H.-L. , Wong, C. C. P., Mkandawire, W., Ngalande, E., Wu, J. T.-S.
BackgroundDespite the increasing uptake of information and communication technologies (ICT) within healthcare services across developing countries, community healthcare workers (CHWs) have limited knowledge to fully utilise computerised … [more]
Background
Despite the increasing uptake of information and communication technologies (ICT) within healthcare services across developing countries, community healthcare workers (CHWs) have limited knowledge to fully utilise computerised clinical systems and mobile apps. The ‘Introduction to Information and Communication Technology and eHealth’ course was developed with the aim to provide CHWs in Malawi, Africa, with basic knowledge and computer skills to use digital solutions in healthcare delivery. The course was delivered using a traditional and a blended learning approach.

Methods
Two questionnaires were developed and tested for face validity and reliability in a pilot course with 20 CHWs. Those were designed to measure CHWs’ knowledge of and attitudes towards the use of ICT, before and after each course, as well as their satisfaction with each learning approach. Following validation, a randomised controlled trial was conducted to assess the effectiveness of the two learning approaches. A total of 40 CHWs were recruited, stratified by position, gender and computer experience, and allocated to the traditional or blended learning group using block randomisation. Participants completed the baseline and follow-up questionnaires before and after each course to assess the impact of each learning approach on their knowledge, attitudes, and satisfaction. Per-item, pre-post and between-group, mean differences for each approach were calculated using paired and unpaired t-tests, respectively. Per-item, between-group, satisfaction scores were compared using unpaired t-tests.

Results
Scores across all scales improved after attending the traditional and blended learning courses. Self-rated ICT knowledge was significantly improved in both groups with significant differences between groups in seven domains. However, actual ICT knowledge scores were similar across groups. There were no significant differences between groups in attitudinal gains. Satisfaction with the course was generally high in both groups. However, participants in the blended learning group found it more difficult to follow the content of the course.

Conclusions
This study shows that there is no difference between blended and traditional learning in the acquisition of actual ICT knowledge among community healthcare workers in developing countries. Given the human resource constraints in remote resource-poor areas, the blended learning approach may present an advantageous alternative to traditional 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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2018, BMC Medical Education, 18(61), 1-13.
  |   Medicine  |   Traditional, Blended/hybrid  |   40 Graduate
The effectiveness and potential of e-learning in war zones: An empirical comparison of face-to-face and online education in Saudi Arabia.
Rajab, K. D.
This paper compares the effectiveness of e-learning and face-to-face education in the previously neglected context of Saudi Arabia. This is done by examining Najran University’s e-learning experience … [more]
This paper compares the effectiveness of e-learning and face-to-face education in the previously neglected context of Saudi Arabia. This is done by examining Najran University’s e-learning experience after the institution suspended traditional course delivery due to the ongoing war between Saudi Arabia, the Arab Coalition, and Yemeni rebel groups. The analysis also considers the potential benefits offered by e-learning in crisis zones such as the southern border region of Najran, Saudi Arabia. The results indicate that there is no statistical or practical difference between online and face-to-face learning with respect to student performance. This paper also demonstrated that e-learning is capable of delivering the educational goals of higher learning institutions to areas wrecked by wars. E-Learning offers students a safe learning environment, engaging platforms, and most importantly a quality education. The findings of this paper contribute to a growing body of scholarship on the effectiveness and implementation of e-learning in the Middle East. 
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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2018, IEEE Access, 6, 6783-6794.
  |   Computer Science  |   Traditional, Fully online  |   1,000 Undergraduate
The impact of online autonomous learning on EFL students’ reading skills.
Shang, H.-F., Chen, Y.-Y.
With the rapid growth of technology, many language acquisition approaches have been added to computer-assisted language learning applications. Thus, this study investigated the impact of online autonomous learning … [more]
With the rapid growth of technology, many language acquisition approaches have been added to computer-assisted language learning applications. Thus, this study investigated the impact of online autonomous learning on English as a Foreign Language (EFL) students’ reading ability. Sixty-five students from two reading classes at One University in Southern Taiwan were divided into an experimental group (integration of online reading and teacher-guided intervention) and a control group (teacher-guided intervention). The results demonstrated that there was a significant difference in the reading scores between the experimental and control groups. A significant difference was also found between the pre- and posttest scores in the experimental group; however, this pre- and post-test difference was not observed in the control group. Students in the experimental group also noted an obvious enhancement to their reading due to the requisite planning, monitoring, and evaluating activities practiced during online learning. Based on the research results, suggestions for future study 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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2018, International Journal on E-Learning, 17(2), 227-249.
  |   English Language  |   Traditional, Blended/hybrid  |   65 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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