Online Learning Efficacy Research Database

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Showing 1 - 10 of 269 citations
A comparison of the learning outcomes for a PBL-based Information Literacy Course in three different innovative teaching environments.
Chang, N., Wang, Z, Hsu, S. H.
This study proposes an innovative blended flipped and online mode for PBL-flipped and PBL-online study, a PBL-blended format of instruction. The study determines whether different pedagogical strategies –PBL-flipped, … [more]
This study proposes an innovative blended flipped and online mode for PBL-flipped and PBL-online study, a PBL-blended format of instruction. The study determines whether different pedagogical strategies –PBL-flipped, PBL-online and PBL-blended – influence the validation results for the ARCS model and the PBL learning outcomes. The study population consists of 116 students who use the general education Information and Literacy Ethics digital materials for higher education produced by the Ministry of Education in Taiwan. The quantitative and qualitative results demonstrate that the paths in the ARCS model are all statistically significant for the three methods of instruction and there are no significant differences among the three methods of instruction in terms of class participation and learning scores. However, there is a very noticeable improvement in the PBL learning process in the aspects of reliable leadership and group collaboration learning in blended groups. Self-directed learning is also enhanced and negative learning attitudes are significantly reduced in blended groups. The study demonstrates that the proposed PBL-blended teaching mode is a more efficient and effective way of promoting PBL learning in information literacy 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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2020, LIBRI, 70, 213-225.
  |   Library Instruction  |   Traditional, Blended/hybrid, Fully online  |   116 Undergraduate
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
Describing students' intercultural competence after completing a cultural diversity course online or face-to-face.
Iseminger, S. I., Diatta-Holgate, H. A., Morris, P. V.
This study describes students’ development of components of intercultural competence after completing a cultural diversity course and compares degrees of intercultural competence between a face-to-face course and an … [more]
This study describes students’ development of components of intercultural competence after completing a cultural diversity course and compares degrees of intercultural competence between a face-to-face course and an equivalent online section of the same course. Analysis of final written reflections from students demonstrate that students gained a deeper awareness of their lack of knowledge related to culture. The analysis also reveals that students in the online version of the course demonstrated higher degrees of intercultural openness and cultural self-awareness than did those in the face-to-face context. Findings from this study contribute significantly to the research on intercultural competence and the teaching of cultural diversity 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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2020, Teaching & Learning Inquiry, 8, 114-127.
  |   Agriculture  |   Traditional, Fully online  |   20 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
The effect of online core courses enrollment on student success: The case of University System of Georgia.
Lee, D. , Combes, N.
This study examines the impact of online core courses on students’ academic and financial outcomes of postsecondary students. To do so, we analyzed data from a large sample … [more]
This study examines the impact of online core courses on students’ academic and financial outcomes of postsecondary students. To do so, we analyzed data from a large sample of students in the University System of Georgia (USG), governing agency of Georgia’s 26 public universities and colleges. Since 2001, USG has offered “eCore” courses: lower-division core curriculum courses that are offered fully online to students enrolled in either face-to-face or fully online programs, and satisfy requirements at any USG institution. Our dataset contains students seeking associate degrees (N = 103,684) and bachelor’s degrees (N = 238,648) analyzed independently. Our research investigates the impact that eCore has on student retention, graduation, and loan accumulation. Our findings show that students who took eCore courses enrolled in more semesters regardless of the degree beingsought. Associate-seeking students who enrolled in eCore courses were more likely to graduate and took on fewer loans on average. 
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, The American Journal of Distance Education, 34, 260-279.
  |   Multiple  |   Traditional, Fully online  |   103,684 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
Face-to-face and online classes in a technology management program: A comparative study.
Mendoza-Diaz, N., Mai, B. , Martinez, J., Jabarkhail, S., Garcia, D.
This study compared students’ expectations, perceptions, and grades in two undergraduate technology management courses at a university in the United States. One course was a technical course taught … [more]
This study compared students’ expectations, perceptions, and grades in two undergraduate technology management courses at a university in the United States. One course was a technical course taught by a single instructor in an online course section and in a face-to-face section, and the second was a nontechnical course taught by a different instructor in an online and in a face-to-face section. Different concerns were evident between online and face-to-face students and between those in a technical or nontechnical section of a course. For the technical course sections, grades were higher in the online section. 
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, Journal of Technology Education, 32, 21-34.
  |   Management  |   Traditional, Fully online  |   139 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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