Online Learning Efficacy Research Database

This multi-semester (eight semesters), multi-course study compared student performance in undergraduate online and traditional sections of “Organization and Management” with sample sizes of 380 and 213, respectively. Concurrent online and traditional sections of “Strategic Management” courses with sample sizes of 298 and 456, respectively, were also comparatively analyzed. Similar to previous research (Borthick & Jones, 2000; Gagne & Shepherd, 2001; Piccoli, Ahman, Ives, 2001), this study found no statistically significant difference in student performance between online and traditional classes in both management courses after examining eight semesters of data. However, this study found gender differences with both management courses. 
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This naturally occurring quasi-experiment examined how learning goal orientation (LGO), delivery mode (classroom vs. blended learning), and the perception of barriers and enablers related to motivation to learn and course outcomes. Study participants were 600 students enrolled in either classroom or blended learning courses. As hypothesized, learners in the blended learning condition, high in LGO, and who perceived environmental features as enablers rather than barriers had significantly higher motivation to learn. Motivation to learn, in turn, was significantly related to course outcomes (satisfaction, metacognition, and grades). The mediation hypotheses received partial support. Finally, exploratory analyses revealed 3 significant interactions between delivery mode, LGO, and perceived barriers and enablers on motivation to learn and course satisfaction. 
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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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Describes studies with undergraduate business students concerning the use of technology for teaching. Findings indicated that the commonly-accepted “no-significant-difference effect” did not occur; in fact, students performed better when offered face-to-face interactions 
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This study examined pre-test and post-test scores, homework grades, research paper grades, final exam scores, final course grades, learning styles, and ages of distance education and traditional students enrolled in a business communications class to determine if distance education is better, worse, or as good as traditional education. Significant differences were found for post-test scores, final exam scores, and age. There were no significant differences in pre-test scores, homework grades, research paper grades, and final course grades. Both groups preferred clearly organized coursework and performing at an above-average level--ranking in the top 25 to 33% of their class. Recommendations for research include investigating student social interaction and increasing the number of classes studied to compare results. 
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The program evaluation compared student achievement and self-report data in two types of learning environments—a
traditional classroom environment and an online learning environment to examine the comparative effectiveness of online delivery, to identify characteristics of successful and unsuccessful distance learning students, and to gauge degree of satisfaction with online delivery. Undergraduate students (N=93) enrolled in four sections of Business 100, Computer Fundamentals, were assigned by section to complete a 4-weeks long spreadsheet module either in class (control) or online (experimental). The online instruction was delivered via a website and was supplemented with email and listserv discussion. Posttest findings revealed no significant differences in knowledge gain between the control (M = .75) and online (M = .77) groups, indicating that this online module was at least as effective as the traditional classroom instruction. Post hoc analysis of achievement data showed that more capable students working online scored significantly better (p<.01) than the more capable control group. Self-report measures compared to achievement indicated that frequent computer users benefited most from online delivery, while frequent computer use was not a factor in the control group's performance. Also competitiveness had a negative correlation with achievement for the online group but not for the control group. In summary, this online instruction provided an effective standardized course delivery. However low-prior knowledge students who are less frequent computer users were not served well by this online instruction. 
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Although there has been more than a decade of literature on computer-mediated communication in education, the research has been unclear as to whether it is an effective replacement for face-to-face (FtF) collaboration. This study sought to add to this body of research by exploring the effects of two modes of collaboration on student groups. Following a repeated-measures experimental design, each student group collaborated on two case studies, one using face-to-face collaboration and the other using asynchronous computer conferencing technology as a means of collaboration. Empirical findings indicate that asynchronous collaboration is as effective as face-to-face collaboration in terms of learning, quality of solution, solution content, and satisfaction with the solution quality. However, students were significantly less satisfied with the asynchronous learning experience, both in terms of the group interaction process and the quality of group discussions. 
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