Online Learning Efficacy Research Database

The purpose of this study was to examine students' academic self-concept and social presence in face-to-face (FTF) and online version of the same course, and to examine the effects of these two variables on student learning achievement and satisfaction. A total of 257 undergraduate students enrolled in a digital design course were randomly assigned to either of two treatments: one offered FTF instruction, and the other offered online instruction. Individual students' academic self-concept, social presence and attitudes towards course were measured by widely-recognized and reliable scales respectively. Results indicated that both academic self-concept and social presence are important factors that are closely related to students' learning achievement and satisfaction, but they are not equally important. FTF students perceived significantly higher social presence than online students; while no significant difference was found on academic self-concept. The effect of social presence on student learning achievement and satisfaction were stronger in online environment than in FTF environment. There was no significant difference between FTF and online students with regard to the effect of academic self-concept on learning achievement and satisfaction. These findings indicate that compared to FTF students, online students are in greater need of higher-level social presence, which has a strong effect on their learning achievement and satisfaction. Academic self-concept is equally important to both FTF and online students. Online students might need more supports on social interaction rather than self-reflection. 
[less]

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. 
[less]

Distance learning has become more popular in recent years. Due to concern about the quality of web-based courses, the purpose of this study was to explore the differences in web-based versus land-based courses. In this study, the researcher compares web-based and land-based education courses to explore the strengths and weaknesses of each type of course. Overall, the average grades were similar but web-based was the more popular format. Land-based courses had a higher retention rate for students. 
[less]

This study investigated the effect of blended learning on novices’ understandings of the introductory programming. A quasi-experimental design with participants of preservice computer and instructional technologies teachers, one control group (CG, N =64) and one experimental group (EG, N=61) who received the course 11 weeks. While face-to-face courses were taught face-to-face in classroom and in lab, blended courses were conducted in synchronous and asynchronous settings and also in lab sessions. The pretest, posttest and delayed tests were used to collect data. The participants in two groups were separated into three categories (poor, average and good) according to the pretest results. The results of the study showed that blended and face-to-face courses have statistically similar effects on academic achievements among the three categories. However the delayed test results showed that, face-to-face courses were more effective on permanence than blended courses. Thus, considering the main goal of the introductory programming courses as enhancing students in the second category progress into the third, the organization of blended courses had to be revisited. Nevertheless, this study supported the idea that “Crucial challenges may exist on teaching some subjects via blended learning, which include intensive cognitive processes and some new approaches are needed to enhance permanence”. 
[less]

This study uses a quasi-experimental design to assess differences in student performance and satisfaction across online and face-to-face (F2F) classroom settings. Data were collected from 368 students enrolled in three online and three F2F sections of an introductory-level sociology course. The instructor, course materials, and assessments were consistent between the two delivery formats. The investigators compare student satisfaction and student performance on midterm exams and an integrating data analysis assignment. Ordinary least squares regression is used to evaluate the effect of the different course settings, independent of a number of demographic and control variables. Results indicate that differences in student performance between the two settings may be accounted for by the presence of a selection effect and that student satisfaction does not significantly differ across the two settings. These findings are interpreted to mean that when online courses are designed using pedagogically sound practices, they may provide equally effective learning environments. 
[less]

Much of the existing research in distance education has focused on contrasting the outcomes between traditional face-to-face teaching and purely online courses, in which the entire course content is delivered online. However, research has not examined the effectiveness of hybrid-online courses, in which a combination of online delivery and face-to-face classroom teaching is used, especially in the context of marketing courses. This paper examines student experiences and learning outcomes in purely online and hybrid-online course formats. For both formats, student satisfaction is found to be affected by the course content, student-teacher communications, the use of effective learning tools, and the instructor. Improvements in perceived learning and course performance scores are observed for the hybrid-online format in the context of a qualitative marketing course while no such benefits are observed for a technical marketing course. The results indicate that the merits of different distance learning approaches need to be evaluated in the specific context of each course and that the benefits of integrating face-to-face meetings into online marketing courses are course specific. 
[less]

This study compares student perceptions, learning behaviours and success in online and face-to-face versions of a Principles of Microeconomics course. It follows a Scholarship of Teaching and Learning (SoTL) approach by using a cycle of empirical analysis, reflection and action to improve the learning experience for students. The online course design involves 58 interactive narrated online modules, interactive online quizzes and biweekly online meetings with the instructor via video and voice-over-IP technology. Findings indicate that schedule flexibility motivates students to choose the online course format. Students in both learning environments felt they had high-quality communication with the instructor, while online students indicated limited peer-to-peer communication. Online students report studying more at home than face-to-face students, but not enough to compensate for the time face-to-face students spend in class. Reflecting on the findings, the authors suggest actions to improve the online course experience. 
[less]

Virtual class room is a form of learning using electronic means, primarily e-mail and the internet, as computers have become more capable and less expensive. In virtual class room there is less direct teacher-to-student interaction than normally found in the real class room. In virtual class room teacher’s role is mainly that of facilitator, who motivate the students to accept more individual responsibility to manage time and complete tasks within the given time frame. Still, some students learn less in actual fact using this method via internet. Move ahead, they need explanation from the teacher as they may not be able to comprehend the given information. Therefore, this case study emphasize that virtual class room may not be able to replace real class room in the teaching and learning process. This case study investigates the validity of equivalency theory among 39 students by comparing two teaching and learning methods. Commonalities included same term, same lecturer, and identical assignments/tests in the same order, thus allowing a direct comparison of course outcomes. 
[less]

Online coursework is common across the United States, and many institutes of higher education include it in their strategic plans (Allen & Seaman, 2011). Special education has embraced distance education technology—especially personnel preparation programs that are in rural areas and/or prepare teachers who will work in rural areas. Undergraduates are increasingly interested in online courses, but some question whether they have the skill sets to be successful in online coursework. This investigation compares two sections of the same undergraduate special education course (i.e., one section was taught in a traditional setting and the other received archived, asynchronous class sessions online) on attendance, grades on course assignments, quizzes, an exam, and final grade. Discussion of the implications includes findings and how they might relate to rural online programs. The findings showed that online students struggled with deadlines and time management skills more than students that attended classes in traditional settings. 
[less]

This paper will share with the members of the conference the findings from the final study. This study contains five semesters of analyzed data which compares the retention of students, final grades for students, grades for five specific tasks that were given in blended in-class courses and in the totally online courses, and a comparison of data by GPA, gender, and by class level. All courses were American Politics PLSC 111. Each semester one or two American Politics courses were conducted in the classroom and one American Politics distance education course was conducted totally online. Each time the courses were given, it was during the same semester and by the same professor who is the researcher. 
[less]