Online Learning Efficacy Research Database

This article outlines a study that compared an online virtual laboratory with a face-to-face laboratory. The main objective of the study was to evaluate the effectiveness of a virtual method of instruction for a general studies, physical science laboratory course. Using a pretest–posttest only design with nonequivalent control groups, differences between assessment scores, attitudes, and personal preferences were used to evaluate the likelihood of any impact of the online delivery when compared with that of the traditional method. No significant differences were found between the groups’ content knowledge gained or in their attitudes or preferences. While this result may seem discouraging at first, virtual laboratory sections can often be cost-effective for institutions to use and therefore may be a favorable choice. Also, there is a growing need or desire for online formats, and this study demonstrates that virtual methods are an effective alternative to face-to-face methods with laboratory content knowledge attainment. A discussion follows with suggestions or items to consider in designing or switching to a virtual format. 
[less]

This research aims at investigating the effect of blended learning on the achievement and motivation to learn English of German Jordanian University students. A pilot case study research strategy was used. Pilot case studies are effective research strategies for investigating educational issues in real life situations. They are used to refine research problems, variables, and also to refine the case study design before doing it in a larger-scale investigation. The study sample comprised 34 students who were selected purposefully and distributed into experimental and control groups. The experimental group studied English through a computerized program melded with the traditional method, whereas the control group was taught solely by the latter. The analysis of covariance (ANCOVA) revealed statistically significant differences in achievement between the two groups, indicating that the experimental group performed better than the control group. Significant differences were also found in the respective groups’ motivation to learn English. 
[less]

Although much research has focused on the overall equivalency of face-to-face (F2F) versus online delivery methods, questions remain on whether the two modalities are equivalent for specific types of knowledge acquisition. Therefore, this study compared didactic knowledge, technical skills, and role modeling and ethics information learning between five online and F2F sections of an undergraduate business course over two semesters. Grades and questions on selected assignments and students' self-reported perceptions were analyzed. Results suggest that knowlege, skills, and information acquisition are similar between F2F and online classes, but online students excel at certain tasks, and F2F students excel at others. 
[less]

Aim
To compare ophthalmology teaching delivered by eLearning with traditional lectures, in terms of undergraduate performance and satisfaction.
Methods
Randomised controlled crossover study at King’s College London Medical School with 245 third year medical students. The ophthalmology syllabus was divided into ten topics. Five topics were randomised to be taught by traditional lectures and five by electronic learning (eLearning). For the second rotation of students the topics were crossed over, so that those topics taught by traditional lectures were taught by eLearning and vice versa. At the end of each rotation the students sat an optional online mock examination containing 100 questions (ten on each topic). Students’ examination performance was compared between the two teaching methods. Student satisfaction was assessed using an online satisfaction survey. Outcome measures were the mean percentage of correct answers across all ten topics, student satisfaction and self-assessed knowledge.
Results
The mean examination score for questions taught by eLearning was 58% (95% CI, 55.7–59.6), versus 55% (95% CI 53.1–56.8) for traditional lectures (P = 0.047). Across all topics students were more satisfied with eLearning than traditional lectures, with 87% (95% CI 84.5–88.4) rating eLearning as ‘excellent’ or ‘good’ versus 65% (95% CI 62.0–67.4) for lectures (p < 0.0001). Overall 180 (75.6%) preferred eLearning compared to traditional lectures, with 166 (69.7%) rating eLearning ‘much better’ or ‘better,’ 61 (25.6%) ‘neutral’ and 11 (4.6%) ‘worse’ or ‘much worse.’
Conclusions
Student satisfaction and examination performance are both enhanced by ophthalmology eLearning. Similar eLearning modules may be suitable for other specialties and postgraduate learning. 
[less]

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. 
[less]

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. 
[less]

Background: Fundamentals of nursing course are prerequisite to providing comprehensive nursing care. Despite development of technology on nursing education, effectiveness of using e learning methods in fundamentals of nursing course is unclear in clinical skills laboratory for nursing students. The aim of this study was to compare the effect of blended learning (combining e learning with traditional learning methods) with traditional learning alone on nursing students’ scores. Materials and Methods: A two group post test experimental study was administered from February 2014 to February 2015. Two groups of nursing students who were taking the fundamentals of nursing course in Iran were compared. Sixty nursing students were selected as control group (just traditional learning methods) and experimental group (combining e learning with traditional learning methods) for two consecutive semesters. Both groups participated in Objective Structured Clinical Examination (OSCE) and were evaluated in the same way using a prepared checklist and questionnaire of satisfaction. Statistical analysis was conducted through SPSS software version 16. Results: Findings of this study reflected that mean of midterm (t = 2.00, p = 0.04) and final score (t = 2.50, p = 0.01) of the intervention group (combining e learning with traditional learning methods) were significantly higher than the control group (traditional learning methods). The satisfaction of male students in intervention group was higher than in females (t = 2.60, p = 0.01). Conclusions: Based on the findings, this study suggests that the use of combining traditional learning methods with e learning methods such as applying educational website and interactive online resources for fundamentals of nursing course instruction can be an effective supplement for improving nursing students’ clinical skills. 
[less]

Background
Although the flipped classroom model has been widely adopted in medical education, reports on its use in graduate-level public health programs are limited. This study describes the design, implementation, and evaluation of a flipped classroom redesign of an introductory epidemiology course and compares it to a traditional model.

Methods
One hundred fifty Masters-level students enrolled in an introductory epidemiology course with a traditional format (in-person lecture and discussion section, at-home assignment; 2015, N = 72) and a flipped classroom format (at-home lecture, in-person discussion section and assignment; 2016, N = 78). Using mixed methods, we compared student characteristics, examination scores, and end-of-course evaluations of the 2016 flipped classroom format and the 2015 traditional format. Data on the flipped classroom format, including pre- and post-course surveys, open-ended questions, self-reports of section leader teaching practices, and classroom observations, were evaluated.

Results
There were no statistically significant differences in examination scores or students’ assessment of the course between 2015 (traditional) and 2016 (flipped). In 2016, 57.1% (36) of respondents to the end-of-course evaluation found watching video lectures at home to have a positive impact on their time management. Open-ended survey responses indicated a number of strengths of the flipped classroom approach, including the freedom to watch pre-recorded lectures at any time and the ability of section leaders to clarify targeted concepts. Suggestions for improvement focused on ways to increase regular interaction with lecturers.

Conclusions
There was no significant difference in students’ performance on quantitative assessments comparing the traditional format to the flipped classroom format. The flipped format did allow for greater flexibility and applied learning opportunities at home and during discussion sections. 
[less]

This study examined the effectiveness of 3 online courses compared with the same 3 courses in a face-to-face (F2F) format, which had the same characteristics (e.g., the same instructor and final exam content and place). Effectiveness was examined by utilizing a wide range of variables, including 2 objective measures (N = 968): grades and completion rate; and 9 subjective measures (N = 360): 7 measures include instructional aspects (course structure, learning content, lessons watched, assignments, communication), engagement, and satisfaction. Findings indicate significant differences between online and F2F courses in most of the examined variables. Students in the online courses reported better understanding of the course structure, better communication with the course staff, watching the videos lessens more, and higher engagement and satisfaction. Students in the F2F courses reported better contribution of the learning content. Students' final grades were higher in the online courses, and no differences were found in the completion rate. The findings suggest that in many of the examined effectiveness aspects, online courses are as effective as, or more effective than, F2F courses. Interpretations of the findings are discussed 
[less]

This study evaluates the effectiveness of an 18-month-long course in Family Health. The course was offered in two modalities, distance education and face-to-face learning. Dependent variables were as follows: self-regulation of learning, procrastination, the perception of self-efficacy, and academic performance. The course was attended by 27 health professionals (i.e., physicians, nurses, and dentists) working in the Brazilian Unified Health System. The investigation followed a quasi-experimental design. Participants in the two modalities achieved similar academic performance; and globally no statistically significant differences were found regarding the study variables. Findings, notwithstanding their importance for professional training in health, are preliminary and further research is needed on the effectiveness of training modalities distance education and face-to-face learning (e.g., focus groups, interviews, online monitoring). The educational implications of this study are discussed and analyzed considering specificities and differences of each modality. 
[less]