Online Learning Efficacy Research Database

The present study examines the differential impact of studying in a Flipped Classroom (FC) setting, as compared to a Blended Learning (BL), a Traditional Learning (TL), and an E-Learning (EL) setting on learning performance, self-efficacy beliefs, intrinsic motivation, and perceived flexibility. Participants were second year undergraduate students (N = 90), enrolled in the “Invertebrates” course in Can Tho University (Vietnam). Participants were randomly assigned to one of the four experimental conditions (TL n = 22, BL n = 22, FC n = 23, EL n = 23). Two instructional elements - (1) lectures and (2) guiding questions - were presented through two different modes (online and face-to-face). In the blended conditions (BL and FC) the mode of these elements were altered. The results show that learning performance was superior in the FC setting as compared to other learning settings TL (Cohens' d = 1.58), EL (Cohens' d = 1.01) and BL (Cohens' d = 0.71). Students in the BL setting had a higher learning performance as compared to the EL setting. In addition, we observed that studying in a FC setting had a positive effect on self-efficacy beliefs and intrinsic motivation, but not on perceived flexibility. These findings suggest that the FC setting could be a promising way of enhancing students’ learning performance. 
[less]

This article reports results from a large study comparing four different approaches to teaching Introduction to American Government: (1) traditional, a paper textbook with 100% face-to-face lecture-style teaching; (2) breakout, a paper textbook with 50% face-to-face lecture-style teaching and 50% face-to-face small-group breakout discussion sections moderated by graduate students; (3) blended, an interactive online textbook with face-to-face full-class meetings taught with a blend of lecture, discussions, and in-class activities; and (4) online only, an interactive online textbook with (almost) no face-to-face class meetings. We find that the mode of course delivery is significantly related to student academic engagement and performance as well as civic educational outcomes. Although drop rates were higher in the online only condition, students who successfully completed the online course were significantly more likely to express interest in discussing and participating in politics. Furthermore, students in the online only and blended conditions demonstrated significantly higher levels of objective political knowledge relative to students taking the course in a more traditional format. Finally, students enrolled in sections that assigned the interactive online textbook rated their textbook as significantly more beneficial to their learning experiences than did students who used the traditional paper textbook. 
[less]

This exploratory research compares longitudinal research self-efficacy and retention between a completely asynchronous Master of Social Work (MSW) online cohort and its traditional face-to-face counterpart. This study used a non-equivalent comparison groups design with two groups: online instruction only (n=16) and traditional face-to-face instruction (n=32), with pretest (Time 1), posttest (Time 2) and follow-up (Time 3) standardized measures of practice evaluation knowledge (PEKS) and research self-efficacy (RSES) in a beginning research methods course. Results indicate that students’ knowledge and research self-efficacy improved between pretest and posttest and remained significantly improved at follow-up one year later, with no significant difference between online learners and traditional face-to-face students. Students gain and maintain confidence in research methods and evaluation regardless of the learning platform utilized. 
[less]

In comparing the learning outcomes of online versus face-to-face courses, skills-based forms of instruction have received little attention. This study asks the question “Can skills-based courses taught online achieve the same outcomes as face-to-face courses in which the instructor and students interacting in real time may have higher levels of interaction, thus potentially facilitating higher levels of skill improvement?” If so, what are the critical success factors that influence these outcomes? These questions are examined by comparing four classes in negotiations (two face-to-face and two online) taught by the same professor. The courses were designed to be as similar as possible except for their delivery method. Results indicate that face-to-face learners earned higher negotiation outcomes than online learners even when using the same technology. Suggestions are offered for improving outcomes. 
[less]

There has been a recent rapid growth in the number of psychology courses offered online through institutions of higher education. The American Psychological Association has highlighted the importance of ensuring the effectiveness of online psychology courses (Halonen et al., 2013). Despite this, there have been inconsistent findings regarding student grades, satisfaction, and retention in online psychology units. Equivalency Theory (Simonson, 1999; Simonson et al., 1999) posits that online and classroom-based learners will attain equivalent learning outcomes when equivalent learning experiences are provided. We present a study of an online introductory psychology unit designed to provide equivalent learning experiences to the pre-existing face-to-face version of the unit. Using quasi-experimental methods, academic performance, student feedback, and retention data from 866 Australian undergraduate psychology students were examined to assess whether the online unit developed to provide equivalent learning experiences produced comparable outcomes to the ‘traditional’ unit delivered face-to-face. Student grades did not significantly differ between modes of delivery, except for a group-work based assessment where online students performed more poorly. Student satisfaction was generally high in both modes of the unit, with group-work the key source of dissatisfaction in the online unit. The results provide partial support for Equivalency Theory. The group-work based assessment did not provide an equivalent learning experience for students in the online unit highlighting the need for further research to determine effective methods of engaging students in online group activities. Consistent with previous research, retention rates were significantly lower in the online unit, indicating the need to develop effective strategies to increase online retention rates. While this study demonstrates successes in presenting students with an equivalent learning experience, we recommend that future research investigate means of successfully facilitating collaborative group-work assessment, and to explore contributing factors to actual student retention in online units beyond that of non-equivalent learning experiences. 
[less]

This article builds on the 2007 College and Research Libraries article, “The Librarian, the Machine, or a Little of Both.” Since that time, Oakland University Libraries implemented changes to its instruction program that reflect larger trends in teaching and assessment throughout the profession; following these revisions, librarians undertook a new study to assess the effectiveness of online library instruction in face-to-face courses in comparison to the hybrid model that had been in place. The study’s design and its results serve to contribute to discussion of best practices in information literacy pedagogy, online learning, instructional design, and the role of the librarian therein. 
[less]

Central to determining the effectiveness of technology to support learning and the value of technology-mediated instruction is the quality of programs. edTPA is a widely accepted, national measure of teacher readiness and preparation. Using edTPA score reports for teacher candidates completing a teacher education program, this study provides data informed evidence of the equivalency of online teacher candidates’ learning outcomes as compared to candidates completing traditional face to face (F2F) programs. Mean and summative performance results suggest that mode of course delivery was not a significant factor in preparing teacher candidates. In general, learning was comparable in either format; however, analyses at the element level offer evidence of differences in achievement outcomes associated with program structure. These findings challenge notions that traditional methods of teacher preparation are the only reputable pathways to becoming a teacher and suggest attributes of online learning may be linked to differences in candidate knowledge and skills preparation when equitable curricular opportunities are provided. Based on the results of this study, authors contend that not only is online an equivalent and in some cases more effective method for preparing teachers; it may be a more adept program delivery platform for preparing educators for planning for instruction and assessing student learning outcomes. 
[less]

Whether through the use of online-only or hybrid/blended formats, colleges and universities across the country are increasingly utilizing online platforms as a medium for the delivery of instruction. At the same time, we know little about how student learning outcomes are related to students’ engagement with online instructional formats. In particular, few studies have evaluated online learning in community colleges, and fewer yet have employed an experimental or quasi-experimental design to do so. In this research, we use propensity score matching to compare learning gains between community college students enrolled in blended courses, (courses that combine online instructional delivery with traditional classroom-based instruction) with gains experienced by students receiving only classroom-based instruction. Among students enrolled in blended courses, we also consider which aspects of student use of online instructional materials are most strongly associated with student learning. While some evidence has suggested significantly poorer outcomes for community college students enrolled in online-only courses, our results suggest that students enrolled in blended courses perform similarly, if not better, relative to students in a traditional instructional setting. Implications for practice and research are discussed. 
[less]

Demand for online learning has increased in recent years due to the convenience of course delivery. However, some students appear to have difficulties with online education resulting in lack of completion. The study utilized a quantitative approach with archival data. The factors of achievement and demographics were compared for face-to-face and online students. Multiple regressions and ANCOVA were performed to analyze the data while controlling age and gender to reveal any significant differences between the two groups. The sample and population for this study were predominantly Hispanic students. Multiple regression findings indicated that age and gender were predictors of student achievement in face-to-face college algebra courses at a college in south Texas. In the equivalent college algebra online courses, neither Age nor Gender impacted students’ grade. ANCOVA showed that the average grade of face-to-face students was higher than that of online students. 
[less]

Over the past decade, there has been a large increase in the number of colleges and universities that offer fully online courses and blended courses (courses with a face-to-face component and with an online component). The number of students enrolling in these courses has also increased. These courses are less costly for universities to offer and provide students with more flexibility than traditional classes. This study examines the relationship between online learning and knowledge retention in introductory economics courses. Student assessment data are matched to transcript and demographic information to control for individual student attributes. Using a differences-in-differences matching estimator, we determine the effect online coursework has on knowledge retention by comparing performance on the assessment. Results suggest that while there is no significant difference in student learning, students in more traditional, technology-free courses retain the material better than students. 
[less]