Online Learning Efficacy Research Database

Educators and technologists have been wrestling with the most appropriate way in which to use information technology in teaching and in learning, for some years. We have seen online course notes, both linear, hypertext and hypermedia format, lecturer/student communication via electronic bulletin boards or via e-mail, multimedia courseware with student-directed learning and many others. All of these approaches have had limited impact on mainstream teaching in our universities and colleges and we believe one of the reasons for this is that these attempts all represent a significant shift in the normal student–lecturer relationship and an enormous amount of effort on the part of the lecturer. In our work we have addressed this by using technology to replicate the traditional mode of delivery of lectures to a class. The presentation of lecture material was digitally recorded, both audio and synchronised visuals, and made available for students to take in their own time. In addition we provided 3 orthogonal means to access this material. The present paper describes our analysis of the use of these `virtual lectures' by a class of over 100 students. Our analysis includes log files of all accesses to the online material, pre-course and post-course questionnaires and anonymous questionnaire feedback, some of this is compared to exam performance. Results indicate that mode of delivery, student usage and a student's technical bias have no impact on overall exam performance. 
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The practice of using technology to deliver coursework in higher education has seen a veritable explosion. The use of technology has not only created new opportunities within the traditional classroom but has also served to expand learning experiences beyond the popular notion of “classroom". Indeed, “distance learning" especially utilization of the Internet, is becoming a widely used delivery alternative at universities nationwide. In many instances the change to an Internet-based delivery system has been instituted with little or no consideration of the impact on student learning. This paper presents data from a two semester study of the effects of distance learning on student achievement as well as the impact of distance learning on student attitudes concerning their learning experiences. Students ’ test scores and satisfaction survey results from an Internet-based test group were compared to a control group whose instructional opportunities were from traditional, in-class models. Researchers found no significant difference between the test scores of the two groups. Additionally, while statistically significant data could not be produced in the area of student perceptions, general observations supported that, overall, students in the experimental group had a more positive feeling about their experience than the control group. 
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The purpose of this experimental study was to determine the effects of types of instruction and learning styles in a three-credit hour, technical writing in an agricommunication course on their achievement and attitudes towards writing, learning about writing, computers and the Internet. The two methods of instruction were traditional instruction without a laboratory and World Wide Web instruction with a laboratory. Two applications questions on the midterm examination and the major class project were used to measure students’ achievement. To measure the attitudes of the students, a semantic differential instrument was developed. The Group Embedded Figures Test (GEFT) was used to determine preferred learning styles. Significant differences were found to exist between type of instruction for both achievement and attitudes. WWW-dependent instruction was significantly higher for group means on achievement. The WWW-dependent class also had a higher mean gain for attitude toward writing. No significant difference was found between learning style groups on achievement and attitudes. There was no significant interaction effect between type of instruction and learning style on achievement or attitudes. 
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Proponents of multimedia and Internet based educational tools have long claimed their potential, but the absence of broad based quantitative research from controlled experimental use, continues to mitigate the transfer of that potential to reality. This paper reports on experimental work in Singapore, which was designed to establish a supportable theoretical foundation for the hypothesis that the use of information technology (IT) resources in education, does improve pedagogic outcomes. The authors reach a positive conclusion, and attribute those improved outcomes to the use of IT resources through the conduit of improved student motivation. The paper also draws the important distinction between using multimedia and the Internet as a facilitator of learning rather than teaching, and reports upon the research project in detail, particularly improvements in student understanding and results, quantified at 11% in one semester. There were also productivity gains of 16% for educators as a result of effective use of Internet resources and use of the Internet to deliver course material for learning. Based on the research work done, this paper draws the statistically valid conclusion that use of IT resources does improve student learning. 
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Prior research on instructional media effects suggested that an audiographic approach to World Wide Web based courses would optimize educational effectiveness along with cost effectiveness, although with a possible loss of teacher immediacy that could adversely affect student attitudes. An introductory telecommunication course was converted to an audiographic Web telecourse in which students listened to pre-recorded audio classroom interactions while viewing a detailed course outline and illustrative sites over the World Wide Web. Forty-nine subjects were recruited from a live lecture class and randomly assigned to either the experimental (Web course) group or a control group that took the class in a traditional lecture section. Analysis of covariance (ANCOVA) showed that the experimental group had test scores and student attitude and teacher immediacy ratings equal to those of the control group after controlling for student gender, class level, grade point average and attendance. Open-ended interviews were also conducted to assess qualitative dimensions of student satisfaction. The results supported the audiographic telecourse model as a potentially cost-effective approach to distributing courses over the Web. New directions in research on instructional media effects and teacher immediacy were formulated from an analysis of the unique characteristics of the World Wide Web as an instructional medium. 
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