Online Learning Efficacy Research Database

In this study we examined differences between online distance education and traditional classroom learning for an introductory undergraduate statistics course. Two outcome dimensions were measured: students’ final grades and student satisfaction with the course. Using independent samples t-tests, results indicated that there was no significant difference in grades between the online and traditional classroom contexts. However, students enrolled in the online course were significantly less satisfied with the course than the traditional classroom students on several dimensions. This finding is inconsistent with the “no significant difference phenomenon,” described in Russell’s (1999) annotated bibliography, which supports minimal outcome differences between online courses and face-to-face courses. 
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The author conducted two experiments to assess effectiveness of interactive e-learning. Students in a fully interactive multimedia-based e-learning environment achieved better performance and higher levels of satisfaction than those in a traditional classroom and those in a less interactive e-learning environment. 
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This study aimed at finding out whether there were significant differences in achievement between English-as-a-foreign-language (EFL) freshman students exposed to traditional in-class writing instruction depending on the textbook only, and those exposed to a combination of traditional in-class instruction and Web-based instruction in writing. All students were pretested before instruction and studied the same writing textbook for 12 weeks. In addition, the experimental group of students received online instruction in which they posted their own threads, short paragraphs, stories, or poems on a discussion board. They located information related to themes covered in the book from Internet sites such as “Yahoo! Movies” and “WebMD.” They word processed their paragraphs and checked their own spelling using Microsoft Word. At the end of the treatment, both groups were posttested. Results of the paired and independent t tests and Analysis of Covariance are reported. 
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This paper describes an experiment focused on measuring and explaining differences in students learning between online and face-to-face modes of instruction in college level principles of economics courses. Our results indicate that students in face-to-face sections scored better on the Test of Understanding College Economics (TUCE) than students in online sections. We find that failure to account for the self-selection of students into online or face-to-face sections biases toward zero the differential in TUCE scores between online and face-to-face students. Online students score a statistically significant 3–6 fewer correct answers, out of 33 questions, than face-to-face students in the selection-corrected model. However, an endogenous switching model finds that students who select into the online classes perform better than they would, all other things constant, in a face-to-face class. Other results suggest caution in using the web to teach underclassmen. 
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Two studies examined effects of computer-assisted (CA) teaching methods in introductory psychology classes. In Study 1, we provided students with lectures supplemented with either overhead transparencies or CA visuals. In Study 2, we compared students who used an optional Web site with students who did not. In both studies we held constant lecture content, course instructor, exams, and assignments. Results of the two studies showed that students liked the CA teaching interventions, although CA instruction had no effect on student performance in the courses. Based on these and other published findings, we recommend that universities examine closely their goals and priorities when devoting resources to instructional technology. 
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The paper reports findings from research into the extent to which an on-line course, Try Science, achieved its objectives compared with a face-to-face course with the same content and objectives. Try Science has the dual aims of developing participants' understanding of science content and of teaching science through enquiry. Whilst the research involved collection of information about the learning processes and products of the 15 teachers studying on-line and the 18 studying on-campus, this paper focuses on the experience of the course participants and course leaders. A summary of other findings is provided. On-line postings were summarised using categories relating to the course objectives and compared with data from observing and video-recording the on-campus course sessions. In both courses teachers were regularly using science enquiry skills during their science investigations. On-line participants reflected on their learning and on the process of enquiry to a greater extent than the on-campus participants. 
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The use of information technology in higher education has increased significantly over the years. There is a paucity of controlled research which examines differences in electronic learning (EL) and face to face (F2F) learning. This study examined student (n = 1401) performance (final grade) in nine units offered in both F2F and EL mode over the course of two years. The effect of age and gender was also considered. Students, on average, did better in the EL mode although at the individual unit level there were minimal if any significant differences. Age and gender did not appear to moderate performance in any way except for those students under 33 who did better, on average, in the EL mode. The implications for teaching and learning in virtual mediums are discussed. 
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This study compared preservice teachers’ learning of instructional planning in two pairs of asynchronous online and face-to-face (FTF) courses aligned with national standards for teacher preparation. The quasi-experimental design was supported by interviews of a purposive sample of participants. Both groups made significant gains in learning to plan technology-supported, problem-based learning and in their willingness to implement innovative instruction. Post assessment results showed no significant differences between groups. Qualitative data analysis identified the advantage of FTF environments for learning instructional planning and for developing interpersonal skills for teaching. The data also suggest a FTF advantage for lower performing students that should be explored in future research. 
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To test the effectiveness of an online introductory psychology course, we randomly assigned students to a large, traditional course or to an online course from a population of students who indicated that either course type was acceptable using a "waiting list" experimental design. Students in the online course performed better on exams and equally well on paper assignments compared to students in the traditional course. Online students also showed greater satisfaction with the course than those in the traditional course. Our results indicate that students who are amenable to taking either an online or a traditional course performed as well in an online course as students enrolled in a large, traditional course. 
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Blended learning is a hybrid of classroom and online learning that includes some of the conveniences of online courses without the complete loss of face-to-face contact. The present study used a causal-comparative design to examine the relationship of sense of community between traditional classroom, blended, and fully online higher education learning environments. Evidence is provided to suggest that blended courses produce a stronger sense of community among students than either traditional or fully online courses. 
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