Online Learning Efficacy Research Database

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. 
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As broadband internet access and LMS technology are rapidly expanding, and ICT is becoming a part of the teacher education curriculum, online learning is growing in all parts of the world in order to open education to everyone. Online collaborative work can bring specialists to every class, connect between students in different countries and from different cultures and adapt learning to the flat world. This research compares blended and online models of teaching in two versions of the same course at a teacher college in Israel. Each learning activity in class in the blended model has become an online activity in the online course. What is the contribution of an online course to students as compared with the contribution of a blended version of the same course? An achievement test, questionnaires, course products, interviews and statistic tools assisted to measure, investigate and estimate the contribution of each model to the development of students’ skills, and the advantages and disadvantages of each model. Results indicated that an online course, which uses state-of-the-art ICT and major pedagogical considerations in organizing its online learning activities, has the potential to create meaningful learning. 
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This paper assesses quantitatively the impact on student performance of a blended learning experiment within a large undergraduate first-year course in statistics for business and economics students. We employ a difference-in-differences method, which controls for differences in student characteristics and course delivery method, to evaluate the impact of blended learning on student performance. Our results suggest that the impact of blended learning on student performance depends on whether the effect of blended learning is cumulative or not. Blended learning has no impact on student performance if learning is non-cumulative and only affects the performance on the quizzes associated with the material covered by blended learning. However, if learning is cumulative and impacts the performance for the whole course, then our results strongly suggest a strong, negative effect. Taken as a whole, these results provide a possible explanation for why most of the existing studies focusing on short online courses have obtained neutral or even positive results while nearly all the studies focusing on semester-length course tend to observe negative impacts from online learning. 
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This article has two main objectives. First, we describe the design of an e-learning system for a University Income Tax Law course. Second, we analyze and explore learning results in terms of students’ learning satisfaction and learning achievement. Learning achievement was examined by questions derived from the course content while learning satisfaction was analyzed based on an adaptation of the Technology Acceptance Model (TAM).

Results indicate that neither gender nor the school system affect students’ e-learning system satisfaction. Since students’ knowledge and exposure to computers are equal regardless of gender or educational background this reduces the significance of both these variables. Participating samples are divided into three groups: traditional, fully on-line and blended learning. We find, however, a statistically significant difference existed in learning achievement among groups. The blended learning group, combining on- line learning with paper-and-pencil testing, has the best learning achievement among the three groups. 
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Purpose – The purpose of this research is to find out the effectiveness of blended learning which uses student-centered approach as compared to teacher-centered approach on a university's fundamental subject - Principles of Marketing. Colis and Moonen (2001) argue that the blended learning is a hybrid of traditional face-to-face and online learning. Thus, while the teacher–centered approach focuses on traditional lecture method using one-way communication, the student-centered approach combines many flipped-class techniques such as online modules, group discussion, exercise, presentation, quizzes and games. As the global education system has moved toward self-learning, all education institutions especially at tertiary level have started engaging with the blended-learning activities. Thus, a study to gauge the effectiveness of the blended learning is likely to be beneficial for universities.

Design / Methodology / Approach – Data of Principles of Marketing subject from three different classes at three different trimesters were gathered on this research. One class was conducted using teacher–centered learning whilst another two classes were using student–centered learning. At the end of the semester, students were required to complete a set of five questions Likert-type assessment adapted from Helms (2014) to obtain feedback on the class as well as to determine their preferences.

Findings – The result shows that the class with the blended learning produces better results as compared to the traditional learning. The number of students whom passed the exam has significantly increased, making the failure rate lower for the last two trimesters. Additionally, the number of students achieved higher grades has also increased.

Originality / Value – The student-centered learning is considerably a new concept of education in Malaysia, if not in all developing countries. While many other universities in the world have already promoted blended-learning, the stigma of education in Malaysia is still relying on teacher-centered approach as a means to produce better students. Since the new approach such as student-centered learning has been producing significant results, the concept of relying heavily on lecturers or instructors must be challenged. This research suggests that not only the student-centered learning produces better results but also favoured by students. 
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There has been a marked increase in the use of online learning over the past decade. There remains conflict in the current body of research on the efficacy of online versus face to face learning in these environments. One resolution of these issues is the hybrid learning option which is a combination of face-to-face classroom instruction with asynchronous online elements. The hybrid option has been gaining in popularity as it is capable of combining the advantages of traditional face-to-face and online learning environments. In this paper, we seek to evaluate the effectiveness of hybrid instructional programs by comparing the use of hybrid learning against traditional classroom instruction. End of term grades are used to measure student retention of course material and are compared across the two groups. We find that the final grades for the students in the hybrid situation were significantly greater than those earned in the traditional format, all other aspects of the course remaining the same. 
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The purpose of this study was to evaluate the effectiveness of a blended delivery method in a large enrollment introductory nutrition course (n=400) offered to both on-campus and distance education students at a University in the western United States. In this blended class, half of the content (1.5 credits) was delivered in an instructor led synchronous format; the other half was delivered asynchronously in the online environment using Blackboard and enhanced with various instructional technologies. Student course evaluations and final grades were used to compare students' level of satisfaction with the course and performance across student groups (on-campus vs. distance education). The majority of students (80%) recommended that the course continue to be taught in the blended format. Both student satisfaction and performance were influenced by student group. On-campus students earned higher grades than did distance education students, although distance education students reported higher levels of satisfaction with the blended design. A blended delivery method may be a successful alternative approach to large enrollment traditionally lecture-based courses. Blended delivery of such classes may offer students greater flexibility and the option of smaller class sizes. 
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The purpose of this study is to investigate how hybrid learning instruction affects undergraduate students’ learning outcome, satisfaction and sense of community. The other aim of the present study is to examine the relationship between students’ learning style and learning conditions in mixed online and face-to-face courses. A quasi-experimental design was used and 140 sophomores were recruited in this study. Students’ learning outcomes, satisfaction, sense of community and learning styles were measured. Results showed that students in a hybrid course had significantly higher learning scores and satisfaction than did students of the face-to-face courses. The result also indicated that students of hybrid learning classrooms felt a stronger sense of community than did students in a traditional classroom setting. Analysis of learning style indicated that learning style had significant effect on learning outcome in the study group. Accommodator learners had higher e-learning effectiveness than other style learners. Possible reasons of results were discussed. 
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Purpose: The purpose of this study was compare the effectiveness of a traditional face to face class format and hybrid class format (partially online instruction) on learning outcomes in exercise physiology.

Methods: Fifty five undergraduate students who were enrolled in one of two sections of Exercise Physiology at a University in the northeastern United States participated in the study. Participants were upper level students majoring in athletic training, exercise science, or physical education. The traditional section (n = 27) met twice a week for a total of 150 min of lecture and 50 min of laboratory activities. The hybrid section (n = 28) met once per week for a 75-min lecture and 50-min laboratory. For the hybrid section, the remaining 75-min lecture was replaced with a link to an online lesson that incorporated class notes, illustrations, physiology animations, and interactive activities. Students accumulated points throughout the lesson to serve as a record that they completed the assigned content. Measures of student learning included scores on three written exams and the overall semester average. Additionally, a questionnaire with a series of Likert-scale items was administered at the end of the semester to evaluate student perceptions of delivery mode. Procedures for obtaining informed consent at the beginning of the semester and collecting data were approved by the University Institutional Review Board. The comparison of exam and semester grades was accomplished through an independent t test. Perceptions of course delivery were evaluated with a 2x2 Chi Square analysis. A level of p< 0.05 was used as the criteria for statistical significance.

Results: There were no significant differences between groups with respect to Exam 1 (traditional 81.33 + 9.32%, hybrid 81.14 + 10.89%), Exam 2 (traditional 77.96 + 10.70%, hybrid 78.77 + 10.61%), Exam 3 (traditional 82.54 + 8.18%, hybrid 80.82 + 8.53%), and Semester Average (traditional 83.92 + 6.64%, hybrid 82.55 + 8.63%). Perceptions of content delivery with respect to the learning experience, feedback, clarification of concepts, and level of engagement were also similar between sections (X2 > 0.05).

Conclusion: Both traditional and hybrid modes of delivery were equally effective in promoting mastery of exercise physiology content. 
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This study examines the effects of a technology-intensive course design on students' final grades in a criminology program at an upper-division university in the southwest. Ordinary least squares (OLS) regression analyses indicated that the presence of a technology-intensive curriculum alone did not significantly improve student performance. However, interaction effects revealed that the technology-based curriculum enhanced student learning for online students compared to those in hybrid and (FTF) courses although students completed fewer technology projects in online sections. These findings reveal barriers to teaching with technology that are not overcome through the use of systematic training for instructors and students. The study further reveals that adult and traditional learners do not significantly differ in learning when exposed to a technology-intensive curriculum or mode of course delivery. 
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