Online Learning Efficacy Research Database

Using a large administrative dataset from a statewide system including 34 community and technical colleges, the authors employed an instrumental variable technique to estimate the impact of online versus face-to-face course delivery on student course performance. The travel distance between each student's home and college campus served as an instrument for the likelihood of enrolling in an online section of a given course. In addition, college-by-course fixed effects controlled for within- and between-course selection bias. Analyses yield robust negative estimates for online learning in terms of both course persistence and course grade, contradicting the notion that there is no significant difference between online and face-to-face student outcomes—at least within the community college setting. Accordingly, both two-year and four-year colleges may wish to focus on evaluating and improving the quality of online coursework before engaging in further expansions of online learning. 
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Although online learning is rapidly expanding in the community college setting, there is little evidence regarding its effectiveness among community college students. In the current study, the authors used a statewide administrative data set to estimate the effects of taking one's first college-level math or English course online rather than face to face, in terms of both course retention and course performance. Several empirical strategies were used to minimize the effects of student self-selection, including multilevel propensity score. The findings indicate a robust negative impact of online course taking for both subjects. Furthermore, by comparing the results of two matching methods, the authors conclude that within-school matching on the basis of a multilevel model addresses concerns regarding selection issues more effectively than does traditional propensity score matching across schools. 
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Current literature suggests that a hybrid model of distance education supports student learning more effectively than any other format. It also seems likely that the hybrid format can be used in most courses. The purpose of our study was to examine the strength of these assertions. This study examined the outcomes of two introductory courses in teacher education and health services employing similar pedagogical methods within three delivery formats (face-to-face, internet-based, and hybrid) in an effort to compare each of these modes of instruction. Results demonstrate that significant differences exist among the various formats and that the internet-based format could possibly lead to better student outcomes compared to face-to-face and hybrid formats. 
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