Online Learning Efficacy Research Database

This observational study adds to a small number of college-specific studies comparing student performance in online and face-to-face versions of the same course. It also complements more large-scale college-based studies that compare the delivery formats across courses, disciplines, and institutions. Using descriptive statistics and the chi-square and ANOVA methods, the author examined comparative educational outcomes by measuring student performance and key factors of student performance in the same mandatory professional communications course taught simultaneously in an online and face-to-face format over a 5-semester time frame. The findings are consistent with other comparative studies that have established that in comparison to face-to-face students, online students are generally more academically prepared; more mature; and more commonly full-time employed, fluent in the English language, and female. Similar to other studies, the factors of gender, age, education, and writing proficiency are significant indicators of student achievement; the factors of employment hours, native language, and direct/indirect entry are not, which shows some discrepancy with other studies. In terms of overall student performance, online and face-to-face-component students earned similar grades and had similar completion and retention rates. This finding does not concur with a number of studies that show that online students are significantly less likely to successfully complete courses than their face-to-face counterparts. Course type (mandatory, elective, remedial, regular), advancement in a course of study (lower year, upper year), and delivery mode choice (fully online vs. mix of online and face-to-face) are probed as explanatory variables for differences in findings. 
[less]

In an attempt to meet rising student demand and cost-effectively deliver instruction, colleges and universities are offering more online courses. Despite the increasing growth of the online format, there remains a question of the effectiveness of this instructional delivery method. We evaluated the relative effectiveness of a public speaking course in both the online and the traditional face-to-face formats at a large, public university in the mid-Atlantic region. A series of MANOVAs were run to test the differences in performance and other student growth indicators between course formats. While the students in the online courses demonstrated higher behavioral engagement, the majority of indicators were similar across formats. The technology might explain the observed differences in online courses, which permits students to correct mistakes and re-record a presentation before submitting it, or the larger withdrawal rate which may selectively remove those students who may have done poorly in either format. Implications for future research and practice are presented. 
[less]

Both large lectures and online formats are encouraged as viable options for the delivery of course material in higher education today, especially in large general education courses. However, how do such delivery formats impact student learning? In an effort to understand how lecture format impacts cognitive learning, this study investigated how the delivery format impacts the actual and perceived cognitive learning of students in a basic communication course in a midsized Midwestern university. Using one-way between-subjects ANOVA, earned exam grades, coded written reflections, and scores from a cognitive learning perception scale were compared across online, hybrid, and face-
to-face lecture delivery formats. As predicted, no significant differences on any of the dependent variables were identified, indicating a lack of influence of delivery format on actual or perceived levels of cognitive learning. However, aspects of teacher immediacy, student learning preferences, and degree of interaction in recitation sections is discussed, along with implications for future research. 
[less]

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. 
[less]