Online Learning Efficacy Research Database

The education community has conducted studies on failure rates and withdrawal rates between learning modalities in the past, but few studies have evaluated grade distribution between learning modes or focused specifically on English Composition. Using 2,919 student grades from the 2015 – 2016 academic year for an English Composition course, researchers examined failure rates, grade distribution, and withdrawal rates between In-Person learning, Online learning, and Synchronous video learning modes. In this study, learning modes and failure rates were related. Synchronous video modes of instruction had higher failure rates than traditional In-Person classes. Synchronous video classroom students failed at a higher rate than online students. Grade distributions showed significant differences based on learning mode. In-Person students earned more Bs and fewer Cs, Ds, and Fs than Online and synchronous video classroom students. In-Person students also withdrew at a significantly lower rate than online students. With these findings, we suggest that finding the root cause and alleviating the differences in student performance across learning modes should be a high priority for the educational community. 
[less]

This study sought to compare and assess students' experiences and perceptions in a blended and a traditional course, as well as their level of learning motivation, level of learning outcomes and skills, and learning achievement. Two instructors who were teaching 1 section of an undergraduate English literacy course using the face-to-face format while, in the same semester, teaching another section of the same class in a hybrid/ blended format were willing to invite students (blended: n = 26; traditional: n = 26) to participate in this study. Students in the blended course reported significantly higher overall learning motivation (p = .045) than students in the traditional course. They also reported higher levels of learning outcomes (p = .45) and final grades (p = .192) with no significant difference. Moreover, blended learners indicated that they would like to take more blended classes and would recommend them to their friends. 
[less]

The development of education technology and education teaching strategies and approaches affected students learning and teachers teaching strategies, blended learning approach has developed through the last two decades, however it is not a preference for many teachers and students, the researcher of this study used the quantitative experimental method. The sample of this study was two sections (30 students each) of female students at College of Science & Arts Muhayil who were studying Basic English Course as university general requirement. One group was taught using the traditional approach, the second group was taught using the blended learning approach for eight weeks. The instrument for the study was a test which was taken at the end of the 8th week, and the test was analyzed using t- test value to find the effect of blended learning on students learning outcome, the analysis showed that there is a positive impact on students learning outcome for those who were taught by blended learning approach compared to those who were taught by traditional approach. The researcher of this study recommended making use of any means of technology available in teaching to support teaching performance and to have best desired learning outcome. 
[less]