Online Learning Efficacy Research Database

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. 
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This research seeks to identify the student behaviors and course design features that foster student learning in a quantitative business course, and seeks to determine if successful teaching and learning practices differ for on-campus and online learning environments. Hypotheses connecting measures of student effort, course structure, student engagement, student background characteristics and student learning are developed and tested. Course components intended to promote learner-content interaction were developed and incorporated. Individual assignments and interactive study modules were required in both the campus-based and online sections while student discussions were required for the online sections. The results suggest learner-content interaction has a positive impact on student learning while student effort, measured as amount of time spent studying, is either negatively related or not related to this outcome. Further analysis reveals that students’ perceptions of their performance ability mediate the relation between student effort and student learning. 
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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. 
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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. 
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This article examines the effect of blended learning on adult learners' academic success. Using a large administrative data set we test the impact of introducing a blended learning format within the first year of a business education curriculum on course persistence and performance. Our difference-in-difference research design minimizes the potential bias resulting from the selectivity of learners enrolled in blended programmes. We find out that blended learning improves exam results. Although we observe a negative effect on the course persistence of adult learners (increased drop-out due to blended learning), the overall effect on course pass rates remains positive. Implications for practice and follow-up studies are discussed. 
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There has been a marked increase in the use of online learning over the past decade. There remains conflict in the current body of research on the efficacy of online versus face to face learning in these environments. One resolution of these issues is the hybrid learning option which is a combination of face-to-face classroom instruction with asynchronous online elements. The hybrid option has been gaining in popularity as it is capable of combining the advantages of traditional face-to-face and online learning environments. In this paper, we seek to evaluate the effectiveness of hybrid instructional programs by comparing the use of hybrid learning against traditional classroom instruction. End of term grades are used to measure student retention of course material and are compared across the two groups. We find that the final grades for the students in the hybrid situation were significantly greater than those earned in the traditional format, all other aspects of the course remaining the same. 
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Considering the significant growth in online and distance learning, the question arises as to how this different delivery method can affect student learning. Specifically, this study compares the student learning outcomes on both a “basic” and “complex” assignment given in the same course, but using two different delivery methods of traditional face-to-face and online, across five undergraduate business courses taught at Elon University during the summer 2007 session. This study includes data from over 120 students and, after controlling for other factors known to affect student performance, the results indicate that delivery method has no significant difference in student learning. 
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This article presents a longitudinal comparison of online versus traditional instructional delivery methods. Significant research had been conducted comparing online and traditional courses. However, there is no consensus regarding student performance considering the two instructional methods. Additionally, previous studies have focused on a limited number of courses or a short time period. This research study involves a single introductory business application software course, delivered as a traditional course and as an online course, offered over a period of ten years. The course was taught by the same instructor using the same criteria and standards across all classes, however, new versions of the software were utilized. Student performance was analyzed across 30 sections of the course from the years 2001 to 2010. Results indicate that there was no significant difference in student performance between the two modes of course delivery. 
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Are students setting themselves up for failure by taking online courses? Should students be restricted from taking online courses if they have not reached a certain GPA? Should students who fail or withdraw from an online course be required to take to traditional courses for at least one semester? At one Historically Black College or University (HBCU) there seemed to be a marked difference in the success of students taking online courses versus students taking face-to-face courses. Online students seemed to have a higher withdrawal rate, failure rate and seemed to have more trouble completing assignments by the deadline, if at all. Therefore, in the spring 2010 semester data were gathered from four management courses, two online and two face-to-face, across two different subjects, with different professors and different students to see if there was any notable difference in online achievement versus face-to-face achievement and if there was a difference in achievement why were online students performing so poorly as compared to face-to-face students. 
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Few previous studies comparing online and traditional courses have focused on undergraduate management courses. Our results complement previous analyses finding that, when we control for factors such as class, major, and GPA, students in online courses do as well in objective measures of performance, but not better than students in traditional courses. We also found that in the online sections, females performed at least as well as males. We discuss these results in relation to some changes in online education and the persistent perception by some that online education is somewhat problematic because students need more discipline in online courses. 
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