Online Learning Efficacy Research Database

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Showing 1 - 10 of 284 citations
Student learning performance and satisfaction with traditional face-to-face classroom versus online learning:Evidence from teaching statistics for business.
Lin, T., Lin, T.C.
In this research, we investigated whether business students enrolled in a statistics course gained more by engaging in traditional face-to-face (FTF) learning or online learning. Empirical evidence suggested … [more]
In this research, we investigated whether business students enrolled in a statistics course gained more by engaging in traditional face-to-face (FTF) learning or online learning. Empirical evidence suggested that students learned statistics more effectively when engaged with an instructor in a traditional FTF classroom versus through online learning; however, when the option of teaching virtually in fully online (ONL) classes was available, students successfully learned about statistics whether in a traditional FTF classroom or a ONL learning experience. In addition, evidence suggested that students’ overall satisfaction with the course and the instructor was higher in the FTF setting than in the ONL setting. Evidence also suggested that offering online zoom lecture meetings in the ONL setting remarkably enhanced students’ satisfaction with the course and the instructor and, importantly, reduced the gap in effective instruction between traditional FTF and ONL settings. 
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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2022, E-Learning and Digital Media, 19(3), 340-360.
  |   Statistics  |   Traditional, Fully online  |   124 Undergraduate
Comparison of in-person and virtual labs/tutorials for engineering students using blended learning principles.
Schnieder, M. , Williams, S., Ghosh, S.
The paper compares the effectiveness of in-person and virtual engineering laboratory sessions. The in-person and virtual laboratory sessions reported here comprise six experiments combined with short tutorials. The … [more]
The paper compares the effectiveness of in-person and virtual engineering laboratory sessions. The in-person and virtual laboratory sessions reported here comprise six experiments combined with short tutorials. The virtual lab combined enquiry-based learning and gamification principles. The integration of the virtual labs with in-person teaching created a blended learning environment. The effectiveness of this approach was assessed based on (i) the student feedback (i.e., a questionnaire with open-ended questions and Likert scale feedback), (ii) the students’ engagement with the virtual lab, and (iii) the impact on the academic performance (i.e., class test results). The students reported greater confidence in the understanding of theory in the virtual lab than the in-person lab. This is interesting given that the instruction for the virtual lab and the in-person lab of one experiment is identical (i.e., same instructor, same enquiry-based learning techniques, and same explanations). The students also appreciated the ability to complete the virtual lab anytime, anywhere, for as long as they needed, and highlighted the benefits of the interactivity. The median class test scores of the students who completed some or all the virtual lab experiments was higher than those who did not (83–89% vs. 67%). 
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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2022, Education Sciences, 12(3), 153-171.
  |   Engineering  |   Traditional, Fully online  |   118 Unknown
The best of both worlds? A controlled comparison of hybrid and online economics student outcomes.
Babin, J. J. , Feld, T., Harriger-Lin, J., Mitchell, K.
This paper systematically compares undergraduate student learning outcomes between hybrid and online learning formats in Principles of Macroeconomics classes. Exploiting a quasi-experimental design that controls for instructor effects, … [more]
This paper systematically compares undergraduate student learning outcomes between hybrid and online learning formats in Principles of Macroeconomics classes. Exploiting a quasi-experimental design that controls for instructor effects, student characteristics, effort, and experience, we find that students registered for a hybrid section perform worse than similar students in a nearly identical online section across two metrics. We determine that the factors influencing success in each format and attribute lower student performance in hybrid sections to mismatched student expectations of the blended learning format. 
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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2021, Journal of Education for Business, 97(1), 43-53.
  |   Business  |   Blended/hybrid, Fully online  |   36 Undergraduate
Comparing learning outcomes and satisfaction of an online algebra-based physics course with a face-to-face course.
Bergeler, E., Read, M. F.
This study aimed to compare the online and face-to-face teaching of a required algebra-based physics course for non-physics majors in large-enrollment course sections. The study design is quasi-experimental; … [more]
This study aimed to compare the online and face-to-face teaching of a required algebra-based physics course for non-physics majors in large-enrollment course sections. The study design is quasi-experimental; the students self-selected to enroll in either the fully online and asynchronous course or the face-to-face course. In this study, we look at pre- and post-surveys, test grades, and course grades. A total of 116 students from both the face-to-face version (n = 76) and the online version (n = 40) of the course participated in this study. Both courses were taught by the same instructor and covered the same topics using identical homework, quizzes, and tests to ensure comparison fidelity. Findings show that general physics students do equally well in both face-to-face and online versions of the course. However, online students show a higher rate of satisfaction of the course. 
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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2021, Journal of Science Education and Technology, 30(1), 97-111.
  |   Physics  |   Traditional, Fully online  |   116 Undergraduate
Evaluating learning outcomes and assessing social work skill development: Comparing online vs. in-person education.
Canada, K. E. , Freese, R. A., Bailey, R. M., Fitch, D.
This article presents results from an evaluation of learning outcomes in a social work skills class between online and in-person students. Students were compared on background and academic … [more]
This article presents results from an evaluation of learning outcomes in a social work skills class between online and in-person students. Students were compared on background and academic factors, including grade point average prior to graduate school, time since completion of undergraduate education, undergraduate degree, and previous work and training in social services. Students also completed a skills self-assessment at the beginning of the class and upon completion. Data used to measure learning outcomes included total points earned and grades. Data were also collected from instructors’ field notes and observations. Data were analyzed using descriptive statistics and bivariate analyses, including one way and repeated measure ANOVA. Online students perceived they entered the class with more skills but no differences existed at the post-assessment. Minimal differences existed in students’ scores on major assignments except the bio-psycho-social assessment; in-person students scored higher. Instructors identified rapport building online as challenging. Results suggest parity of online and in-person learning. It is important to continue researching which students do best in--online and in-person coursework--in order to assist students in making the best choices for their learning preferences. 
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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2021, Journal of Technology in Human Services, 1-11.
  |   Social Work  |   Traditional, Fully online  |   82 Graduate
Comparing student performance in a graduate-level introductory Biostatistics course using an online versus a traditional in-person learning environment.
Hoffman, H. J., Elmi, A. F.
Our study compared the performance of students enrolled in a graduate-level introductory biostatistics course in an online versus a traditional in-person learning environment at a school of public … [more]
Our study compared the performance of students enrolled in a graduate-level introductory biostatistics course in an online versus a traditional in-person learning environment at a school of public health in the United States. We extracted data for students enrolled in the course online and in person from 2013 to 2018. We compared average quiz and final exam scores between students in the two learning environments adjusting for demographic characteristics and prior academic performance using linear mixed models. Data were available for 1461 (83.1%) students learning online and 298 (16.9%) students learning in person. After adjusting for sex, race/ethnicity, age, quantitative GRE score, undergraduate GPA, and math refresher score, we found quiz scores for students learning online were about 2.5% lower than those for students learning in person, on average, with a 95% confidence interval ranging from 4.9% lower to 0.02% higher. Differential performance was even closer to equality for the final exam where scores for students learning online were about 0.9% higher with a 95% confidence interval ranging from a 3.9% reduction to 5.8% improvement. These estimates suggest comparable student performance can be achieved in a graduate-level introductory biostatistics course among students learning online and in person. Supplementary materials for this article are available online. 
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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2021, Journal of Statistics and Data Science Education, 29(1), 105-114.
  |   Statistics  |   Traditional, Fully online  |   1,759 Graduate
The effects of blended learning model on the learning outcome of students in the electrical department of the University of Padang.
Aswardi, A., Nellitawati, N.
The purpose of this research was to determine the difference in learning outcomes through the use of blended learning models and conventional teaching of Electrical Machines subject for … [more]
The purpose of this research was to determine the difference in learning outcomes through the use of blended learning models and conventional teaching of Electrical Machines subject for students of the Electrical Department, Technical Faculty University of Padang. The research was conducted as a quasi-experiment using 64 students of the electrical department as subjects. The class was randomly divided into experimental and control groups with data collected using an objective test and the lattice questions formulated with reference to the syllabus and learning of the implementation plan of Electrical Machines subject. The results revealed significant differences in the grades of students from the two groups. The average grade of the experimental class was 80,87 while the control class was 74,37. Statistical analysis t-test was used to analyze the hypotheses and the result showed a t-value (2,436)> t-table (2,03) at 0,05 significance level. This means there are differences in learning outcomes using blended and conventional learning models in Electrical Machines for students in Electrical Department, Technical Faculty Padang State University 
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 Advanced Research in Dynamical & Control Systems, 12(3), 524-528.
  |   Electronics  |   Traditional, Blended/hybrid  |   64 Unknown
Striking a balance in school psychology training: A comparison of blended delivery formats and student outcomes.
Ball, C., McNeany, J., Hopple, A.
As higher education faces declines in federal funding and enrollment, academic programs are increasingly tasked with examining their recruitment and admissions practices, mode and flexibility of delivery, and … [more]
As higher education faces declines in federal funding and enrollment, academic programs are increasingly tasked with examining their recruitment and admissions practices, mode and flexibility of delivery, and student retention. In particular, some programs may encounter pressure to introduce part-time or distance learning options into traditionally full-time, on-campus programs. Concurrently, the field of school psychology suffers from a critical nationwide shortage, which further strengthens the impetus for programs to attract and successfully prepare graduate students in greater numbers. In this article, we examine various metrics of student success from one graduate program that concurrently offered program curriculum in two blended delivery formats. In particular, we examine (a) enrollments; (b) timely remediation; (c) retention and degree completion; and (d) intern performance and post-graduation employment across the two delivery formats. We discuss potential benefits and challenges of distance education in school psychology training and offer recommendations for balancing quality and accessibility in curriculum delivery. 
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, Contemporary School Psychology, Contemporary School Psychology.
  |   Psychology  |   Traditional, Blended/hybrid, Fully online  |   39 Graduate
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
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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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