Online Learning Efficacy Research Database

The study investigated the effectiveness of Blended Learning environment in a comparison to Distance Learning environment with regard to learners' achievement as measured by exam scores on ‘Lesson Planning Section’, Methodology Course. The participants were (30) EFL female learners enrolled in two groups: The control group composed of (15) students who were exposed to distance learning only, whereas the experimental group consisted of (15) students who were exposed to blended learning. The results of the study indicated significant differences between the two groups on the achievement test in favour of the experimental group. 
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This study adopted an empirical study to examine the application of the blended learning approach to Web-based College English Teaching Platform (WCETP) in a medical university in eastern China. The study was conducted on 40 students majoring in Clinical Medicine from two classes and raised two questions: (1) Is there a significant difference between the blended learning approach and the traditional classroom learning approach in terms of students’ attitudes and satisfaction? (2) Is there a significant difference between the blended learning approach and the traditional classroom learning approach in terms of students’ academic achievement? By analyzing and discussing the resultant statistics, the author drew the conclusion that compared with the traditional teaching approach, participants held more positive attitudes towards the blended learning model. Besides, participants preferred to this new blended learning model, which could better stimulate their interest, foster their autonomous learning and collaborative learning and prompt their confidence. What is more, the quantitative research with the comparisons of language learning achievement between the experimental group and the control group revealed that there was a significant difference in terms of students’ academic achievement between the traditional classroom learning approach and the blended learning approach. Furthermore, students performed better in language learning under the blended learning model than those under the traditional model. The findings of the study indicate that as the brand-new learning approach, the blended learning approach which integrates the advantages of online learning and face-to-face classroom teaching could enhance students’ comprehensive language skills, improve students’ self-confidence in learning English, and cultivate the learners’ ability of self learning. Therefore, study on the application of blended learning for college English learning has an important reference value and practical significance for the reform of College English Education. 
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From a student's perspective, technology-assisted learning provides convenient access to interactive contents in a hyperlinked multimedia environment that allows increased control over the pace and timing of the presented material. Previous research examining different aspects of technology-assisted learning has found equivocal results concerning its effectiveness and outcomes. We extend prior studies by conducting a longitudinal field experiment to compare technology-assisted with face-to-face learning for students' learning of English. Our comparative investigation focuses on learning effectiveness, perceived course learnability, learning-community support, and learning satisfaction. In addition, we analyze the effects of different learning styles in moderating the effectiveness of and satisfaction with technology-assisted learning. Overall, our results show significantly greater learning effectiveness with technology-assisted learning than with conventional face-to-face learning. Learning style has noticeable influences on the effectiveness and outcomes of technology-assisted learning. We also observe an apparently important interaction effect with the medium for delivery, which may partially explain the equivocal results of previous research. 
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This study compares the achievement of students enrolled in two sections of a course on teaching English to speakers of other languages (ESOL), one taught in a classroom setting and the other offered online. Participants included 29 students enrolled in the online section and 31 students in the classroom section. Students in the online section of the course scored significantly lower than students in the classroom-based course on a pretest. A t-test of student achievement on a posttest showed no significant difference in achievement among students enrolled in the two sections of the course. Numerically speaking, however, students in the classroom-based section as a group scored 13.19 points higher on the posttest than they did on the pretest. For the online group, the improvement in average score from pretest to posttest was 15.21 points. This finding suggests that students in the online section of the course achieved more than their classroom-based counterparts. 
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