Online Learning Efficacy Research Database

In this study we examined differences between online distance education and traditional classroom learning for an introductory undergraduate statistics course. Two outcome dimensions were measured: students’ final grades and student satisfaction with the course. Using independent samples t-tests, results indicated that there was no significant difference in grades between the online and traditional classroom contexts. However, students enrolled in the online course were significantly less satisfied with the course than the traditional classroom students on several dimensions. This finding is inconsistent with the “no significant difference phenomenon,” described in Russell’s (1999) annotated bibliography, which supports minimal outcome differences between online courses and face-to-face courses. 
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Advances in technology coupled with increasing student enrollment numbers have led some universities to begin offering on-line classes. This paper discusses a study comparing a traditional offering of elementary statistics with a "hybrid" offering. In the hybrid offering the class met once a week, but students were required to learn the material on their own using web-based materials and a textbook. We examined differences in student performance, student satisfaction and investment of both student and instructor time. Performance of students in the hybrid offering equaled that of the traditional students, but students in the hybrid were slightly less positive in their subjective evaluation of the course. 
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