Online Learning Efficacy Research Database

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Showing 11 - 20 of 287 citations
Striking a balance in school psychology training: A comparison of blended delivery formats and student outcomes.
Ball, C., McNeany, J., Hopple, A.
As higher education faces declines in federal funding and enrollment, academic programs are increasingly tasked with examining their recruitment and admissions practices, mode and flexibility of delivery, and … [more]
As higher education faces declines in federal funding and enrollment, academic programs are increasingly tasked with examining their recruitment and admissions practices, mode and flexibility of delivery, and student retention. In particular, some programs may encounter pressure to introduce part-time or distance learning options into traditionally full-time, on-campus programs. Concurrently, the field of school psychology suffers from a critical nationwide shortage, which further strengthens the impetus for programs to attract and successfully prepare graduate students in greater numbers. In this article, we examine various metrics of student success from one graduate program that concurrently offered program curriculum in two blended delivery formats. In particular, we examine (a) enrollments; (b) timely remediation; (c) retention and degree completion; and (d) intern performance and post-graduation employment across the two delivery formats. We discuss potential benefits and challenges of distance education in school psychology training and offer recommendations for balancing quality and accessibility in curriculum delivery. 
Full-texts of the citations in the database are protected by copyright. If you would like to read the full articles, please check your academic library. For more information, read the FAQ.
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2020, Contemporary School Psychology, Contemporary School Psychology.
  |   Psychology  |   Traditional, Blended/hybrid, Fully online  |   39 Graduate
A comparison of the learning outcomes for a PBL-based Information Literacy Course in three different innovative teaching environments.
Chang, N., Wang, Z, Hsu, S. H.
This study proposes an innovative blended flipped and online mode for PBL-flipped and PBL-online study, a PBL-blended format of instruction. The study determines whether different pedagogical strategies –PBL-flipped, … [more]
This study proposes an innovative blended flipped and online mode for PBL-flipped and PBL-online study, a PBL-blended format of instruction. The study determines whether different pedagogical strategies –PBL-flipped, PBL-online and PBL-blended – influence the validation results for the ARCS model and the PBL learning outcomes. The study population consists of 116 students who use the general education Information and Literacy Ethics digital materials for higher education produced by the Ministry of Education in Taiwan. The quantitative and qualitative results demonstrate that the paths in the ARCS model are all statistically significant for the three methods of instruction and there are no significant differences among the three methods of instruction in terms of class participation and learning scores. However, there is a very noticeable improvement in the PBL learning process in the aspects of reliable leadership and group collaboration learning in blended groups. Self-directed learning is also enhanced and negative learning attitudes are significantly reduced in blended groups. The study demonstrates that the proposed PBL-blended teaching mode is a more efficient and effective way of promoting PBL learning in information literacy courses. 
Full-texts of the citations in the database are protected by copyright. If you would like to read the full articles, please check your academic library. For more information, read the FAQ.
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2020, LIBRI, 70, 213-225.
  |   Library Instruction  |   Traditional, Blended/hybrid, Fully online  |   116 Undergraduate
Online education platforms scale college STEM instruction with equivalent learning outcomes at lower cost.
Chirikov, I. , Semenova, T., Maloshonok, N. , Bettinger, E., Kizilcec, R. F.
Meeting global demand for growing the science, technology, engineering, and mathematics (STEM) workforce requires solutions for the shortage of qualified instructors. We propose and evaluate a model for … [more]
Meeting global demand for growing the science, technology, engineering, and mathematics (STEM) workforce requires solutions for the shortage of qualified instructors. We propose and evaluate a model for scaling up affordable access to effective STEM education through national online education platforms. These platforms allow resource-constrained higher education institutions to adopt online courses produced by the country’s top universities and departments. A multisite randomized controlled trial tested this model with fully online and blended instruction modalities in Russia’s online education platform. We find that online and blended instruction produce similar student learning outcomes as traditional in-person instruction at substantially lower costs. Adopting this model at scale reduces faculty compensation costs that can fund increases in STEM enrollment. 
Full-texts of the citations in the database are protected by copyright. If you would like to read the full articles, please check your academic library. For more information, read the FAQ.
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2020, Science Advances, 6, 1-10.
  |   Engineering  |   Traditional, Blended/hybrid, Fully online  |   325 Undergraduate
A comparison of face-to-face versus online instruction in the correct pronunciation of anatomical terms in communication sciences and disorders: An initial investigation.
Cralidis, A. L. , Salley, S. W.
2020, Teaching and Learning in Communication Sciences & Disorders, 4, 1-11.
  |   Communication Sciences  |   Traditional, Fully online  |   98 Undergraduate
Teaching political science research methods across delivery modalities: comparing outcomes between face-to-face and distance-hybrid courses.
Daigle, D. T. , Stuvland, A.
What delivery modality is most effective in teaching undergraduate, political science research methods? Using systematically collected data from two academic terms and employing a quasi-experimental design, this paper … [more]
What delivery modality is most effective in teaching undergraduate, political science research methods? Using systematically collected data from two academic terms and employing a quasi-experimental design, this paper explores variation in learning outcomes between face-to-face and distance-hybrid course offerings. Variation in the dependent variable is observed through measuring attrition (drop or failure), course performance among those who pass, and course satisfaction. While any evidence of difference in attrition rates is marginal when controlling for sex, age, university experience, a background in similar coursework, or whether the course is taken by a major, there is no evidence that modality predicts performance among those who successfully complete the course. Distance-hybrid learners are less satisfied with the class overall, unless you control for knowledge gains, math anxiety, and especially social presence. Perceptions of a learning community predict satisfaction for learners across both modalities, but when modeled controlling for other subjective outcomes, we predict higher satisfaction for distance learners. This suggests that the best pathway to equalize outcomes across delivery modalities is to work hard to overcome the social presence gap experienced by students learning in a distance-hybrid environment. 
Full-texts of the citations in the database are protected by copyright. If you would like to read the full articles, please check your academic library. For more information, read the FAQ.
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2020, Journal of Political Science Education, 1-23.
  |   Political Science  |   Traditional, Blended/hybrid  |   222 Undergraduate
Cultural competence shifts in multicultural psychology: Online versus face-to face.
de la Caridad Alvarez, M., Domenech Rodriguez, M. M.
An undergraduate multicultural psychology class that aimed to promote shifts in the cultural competence domains of self-awareness, knowledge, and skills was offered online and face-to-face. Upon comparison of … [more]
An undergraduate multicultural psychology class that aimed to promote shifts in the cultural competence domains of self-awareness, knowledge, and skills was offered online and face-to-face. Upon comparison of pre- and post-self-report measures for 155 students across the two modalities, we found significant between-group differences for gender, Wilks’ λ = .821, F(6, 146) = 5.291, p < .001, η2p = .179, with women reflecting more favorable scores than men. Within groups, we found a main effect for time, Wilks’ λ = .726, F(6, 146) = 9.203, p <.001, η2p = .274 —specifically, more favorable scores at Time 2 compared to Time 1 in ethnocultural empathy, color-blind racial attitudes, and multicultural experiences. Notably, the main effect for modality was statistically nonsignificant, Wilks’ λ =.988, F(6, 146) = 0.291, p = .940, η2p = .012, reflecting similar general gains across modalities. However, a significant time by modality interaction within groups, Wilks’ λ = .888, F(6, 146) = 3.063, p = .007, η2p = .112, suggested that in-person students had more favorable movement than online students between Time 1 and Time 2 on specific measures of ethnocultural empathy and color-blind racial attitudes. Results show that shifts in multicultural domains can be possible through mirroring gold standard courses in multicultural psychology regardless of the teaching modality. Results appear to be somewhat attenuated for online compared to in-person students. Recommendations for changes in teaching strategies and further evaluation are discussed. 
Full-texts of the citations in the database are protected by copyright. If you would like to read the full articles, please check your academic library. For more information, read the FAQ.
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2020, Translational Issues in Psychological Science, 6, 160-174.
  |   Psychology  |   Traditional, Fully online  |   155 Undergraduate
Comparing student achievement in traditional learning with a combination of blended and flipped learning.
Halasa, S., Abusalim, N., Rayyan, M., Constantino, R. E., Nassar, O., Amre, H. , Sharab, M., Qadri, I.
Aim: The aim of this study was to investigate the effectiveness of blended learning with a flipped classroom design on student academic achievement in a Bachelor of Science … [more]
Aim: The aim of this study was to investigate the effectiveness of blended learning with a flipped classroom design on student academic achievement in a Bachelor of Science in Nursing course.
Design: A quasi-experimental study.
Method: Students were split into an experimental blended learning with a flipped classroom design group and a control group using the traditional, teacher-centred learning method. Data were collected during spring 2018 (13.3 weeks) and student's grades for the registered course and their grade point average (GPA) were recorded.
Results: Findings showed statistically significant increases in student grades in the experimental group. Predictability calculations also showed better achievement of learning outcomes if a blended learning with a flipped classroom design is continued to be used in the future. 
Full-texts of the citations in the database are protected by copyright. If you would like to read the full articles, please check your academic library. For more information, read the FAQ.
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2020, Nursing Open, 7, 1129-1138.
  |   Nursing Education  |   Traditional, Blended/hybrid  |   125 Undergraduate
Online teaching, student success, and retention in political science courses.
Hamann, K., Glazier, R. A., Wilson, B. M., Pollack, P. H.
The face of higher education is changing. One major trend is the fact that students are taking an increasing proportion of their courses online. That is, a growing … [more]
The face of higher education is changing. One major trend is the fact that students are taking an increasing proportion of their courses online. That is, a growing number of students at not-for-profit private and public colleges and universities are taking some of their course work online and completing other parts in face-to-face courses. What impact does this mix of online and in-person course modalities have on student success? We answer this question by looking at political science majors at a large public university in the USA, taking into account demographics, achievement, and the mix of course modalities the students take (n=1173). Through descriptive statistics, regression analysis, and predicted probabilities, we analyze how the mix of course modalities students enroll in impacts student success and retention. Results indicate that the success of all students declines as they take a greater proportion of their course load online. As universities seek to address this trend in higher education, they need to be particularly sensitive to ways to increase the success of online learners. Considering the needs of online learners is particularly relevant in the wake of the COVID-19 pandemic, which has prompted the shift to online education across the USA and elsewhere, a trend that is likely to continue in the future. 
Full-texts of the citations in the database are protected by copyright. If you would like to read the full articles, please check your academic library. For more information, read the FAQ.
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2020, European Political Science, 1-13.
  |   Political Science  |   Traditional, Fully online  |   1,173 Undergraduate
The effectiveness of using virtual experiments on students' learning in the general physics lab.
Hamed, G., Aljanazrah, A.
Aim/Purpose. The objective of this study is to explore the effectiveness of using virtual experiments on students’ level of achievement and on their practical skills as well … [more]
Aim/Purpose. The objective of this study is to explore the effectiveness of using virtual experiments on students’ level of achievement and on their practical skills as well as their views on applying the virtual experiments in a general physics lab.
Background. There is a continuous debate in the literature on the effect of using virtual experiments/ lab on students’ physics learning and whether those virtual experiments can substitute and/or enhance students’ performance in the real lab. Also, there is a need to design effective learning environments which are more suitable to students’ characteristics in the digital age and can help them to acquire science inquiry and practical skills.
Methodology. Mixed research methodology is adopted including quasi-experimental design, achievement test, participatory observation, and semi-structured interviews. Two groups of students were selected: an experimental group (45 students) and control group (45 students). Contribution. The study results contribute to the ongoing discussion on the role of virtual lab in learning and teaching general physics lab and provide a model of combining virtual and real lab as well as an alternative solution under the times of COVID 19. 
Full-texts of the citations in the database are protected by copyright. If you would like to read the full articles, please check your academic library. For more information, read the FAQ.
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2020, Journal of Information Technology Education: Research, 19, 976-995.
  |   Physics  |   Traditional, Fully online  |   90 Undergraduate & Graduate
Describing students' intercultural competence after completing a cultural diversity course online or face-to-face.
Iseminger, S. I., Diatta-Holgate, H. A., Morris, P. V.
This study describes students’ development of components of intercultural competence after completing a cultural diversity course and compares degrees of intercultural competence between a face-to-face course and an … [more]
This study describes students’ development of components of intercultural competence after completing a cultural diversity course and compares degrees of intercultural competence between a face-to-face course and an equivalent online section of the same course. Analysis of final written reflections from students demonstrate that students gained a deeper awareness of their lack of knowledge related to culture. The analysis also reveals that students in the online version of the course demonstrated higher degrees of intercultural openness and cultural self-awareness than did those in the face-to-face context. Findings from this study contribute significantly to the research on intercultural competence and the teaching of cultural diversity courses. 
Full-texts of the citations in the database are protected by copyright. If you would like to read the full articles, please check your academic library. For more information, read the FAQ.
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2020, Teaching & Learning Inquiry, 8, 114-127.
  |   Agriculture  |   Traditional, Fully online  |   20 Undergraduate
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This Ecampus Research Unit project is a searchable resource of academic studies of education efficacy across modalities. Filter by discipline or journal to find research in your subject area of interest. View overview or read the FAQ.

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