Online Learning Efficacy Research Database

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Showing 21 - 30 of 289 citations
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
Effectiveness of blended learning for teaching cardiac disorders on nursing students' learning outcomes and attitude.
Kanika, Harmeet Kaur
An estimate of about 26 million individuals across the world are affected by Heart Failure. There is a necessity of using e-learning in Nursing profession, because nurses need … [more]
An estimate of about 26 million individuals across the world are affected by Heart Failure. There is a necessity of using e-learning in Nursing profession, because nurses need access to updated information on diseases, treatments and new skills. The purpose of the study was to find out the effectiveness of Blended learning on Nursing Students' learning outcomes regarding management of cardiac disorders. A True-Experimental study was conducted among 40 nursing students. The results revealed that mean post-test knowledge and skills scores in Blended learning group were not significantly higher than Conventional learning group. Further, mean post-test clinical decision-making scores in Blended learning group were significantly higher than the Conventional learning group. Conclusion: Blended Learning was effective in improving the learning outcomes of Nursing Students in terms of Critical Decision-making. There was a favourable attitude of Nursing Students towards Blended Learning. 
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, International Journal of Scientific Research, 9, 16-17.
  |   Nursing Education  |   Traditional, Blended/hybrid  |   40 Undergraduate
The effect of online core courses enrollment on student success: The case of University System of Georgia.
Lee, D. , Combes, N.
This study examines the impact of online core courses on students’ academic and financial outcomes of postsecondary students. To do so, we analyzed data from a large sample … [more]
This study examines the impact of online core courses on students’ academic and financial outcomes of postsecondary students. To do so, we analyzed data from a large sample of students in the University System of Georgia (USG), governing agency of Georgia’s 26 public universities and colleges. Since 2001, USG has offered “eCore” courses: lower-division core curriculum courses that are offered fully online to students enrolled in either face-to-face or fully online programs, and satisfy requirements at any USG institution. Our dataset contains students seeking associate degrees (N = 103,684) and bachelor’s degrees (N = 238,648) analyzed independently. Our research investigates the impact that eCore has on student retention, graduation, and loan accumulation. Our findings show that students who took eCore courses enrolled in more semesters regardless of the degree beingsought. Associate-seeking students who enrolled in eCore courses were more likely to graduate and took on fewer loans on average. 
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, The American Journal of Distance Education, 34, 260-279.
  |   Multiple  |   Traditional, Fully online  |   103,684 Undergraduate
Comparison of the effectiveness of teaching strategies for a pediatric pain management program for undergraduate nursing students: A quantitative evaluation using an objective structured clinical examination.
Liu, Y-M., Lin, G-L., Chao, K-Y., Jih, H. J., Yang, B-H., Chiang, Y-C.
Pain is a common experience for hospitalized children; however, nursing students are often not adequately trained in pediatric pain management. Innovative teaching strategies, such as e-learning, have been … [more]
Pain is a common experience for hospitalized children; however, nursing students are often not adequately trained in pediatric pain management. Innovative teaching strategies, such as e-learning, have been employed for instructing students, however success of these platforms has not been quantitatively measured. This study compared students' knowledge and skill performance following a researcher-designed pain management program administered with three teaching strategies: traditional face-to-face, e-learning, or blended learning. Undergraduate nursing students in Taiwan (N = 296) randomly assigned to one of the teaching strategies participated. Knowledge of pain management, and pain management skills were quantified. A subjective assessment of attitudes towards learning found no significant difference between groups. Knowledge of pediatric pain management did not differ significantly between groups (p = 0.36). A 15-item objective structured clinical examination (OSCE) measured the competency of pain management skills; scores were not significantly different, regardless of teaching strategy (p = 0.70). Traditional face-to-face teaching was as effective as both innovative strategies. Evaluating students’ skills following a pain management program with an OSCE provided a quantitative assessment of competency. Innovative strategies for teaching pediatric pain management could be a cost-effective way to provide flexible learning opportunities for nursing students who are distant from educational institutions. 
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, Nurse Education in Practice, 43, 1-6.
  |   Nursing Education  |   Traditional, Blended/hybrid, Fully online  |   296 Undergraduate
Face-to-face and online classes in a technology management program: A comparative study.
Mendoza-Diaz, N., Mai, B. , Martinez, J., Jabarkhail, S., Garcia, D.
This study compared students’ expectations, perceptions, and grades in two undergraduate technology management courses at a university in the United States. One course was a technical course taught … [more]
This study compared students’ expectations, perceptions, and grades in two undergraduate technology management courses at a university in the United States. One course was a technical course taught by a single instructor in an online course section and in a face-to-face section, and the second was a nontechnical course taught by a different instructor in an online and in a face-to-face section. Different concerns were evident between online and face-to-face students and between those in a technical or nontechnical section of a course. For the technical course sections, grades were higher in the online section. 
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 Technology Education, 32, 21-34.
  |   Management  |   Traditional, Fully online  |   139 Undergraduate
Assessing student performance between face-to-face and online course formats in a college-level communications course.
Milz, S.
This observational study adds to a small number of college-specific studies comparing student performance in online and face-to-face versions of the same course. It also complements more large-scale … [more]
This observational study adds to a small number of college-specific studies comparing student performance in online and face-to-face versions of the same course. It also complements more large-scale college-based studies that compare the delivery formats across courses, disciplines, and institutions. Using descriptive statistics and the chi-square and ANOVA methods, the author examined comparative educational outcomes by measuring student performance and key factors of student performance in the same mandatory professional communications course taught simultaneously in an online and face-to-face format over a 5-semester time frame. The findings are consistent with other comparative studies that have established that in comparison to face-to-face students, online students are generally more academically prepared; more mature; and more commonly full-time employed, fluent in the English language, and female. Similar to other studies, the factors of gender, age, education, and writing proficiency are significant indicators of student achievement; the factors of employment hours, native language, and direct/indirect entry are not, which shows some discrepancy with other studies. In terms of overall student performance, online and face-to-face-component students earned similar grades and had similar completion and retention rates. This finding does not concur with a number of studies that show that online students are significantly less likely to successfully complete courses than their face-to-face counterparts. Course type (mandatory, elective, remedial, regular), advancement in a course of study (lower year, upper year), and delivery mode choice (fully online vs. mix of online and face-to-face) are probed as explanatory variables for differences in findings. 
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, The Canadian Journal for the Scholarship of Teaching and Learning, 11, 1-29.
  |   Communications  |   Traditional, Blended/hybrid, Fully online  |   164 Undergraduate
Blended learning in computing education: It’s here but does it work?
Monk, E. F., Guidry, K. R., Pusecker, K. L., Ilvento, T. W.
Blended learning, a combination of face-to-face and computer-assisted pedagogy, is gaining acceptance at universities as an alternative learning experience. Modern technology has given faculty new ways to incorporate … [more]
Blended learning, a combination of face-to-face and computer-assisted pedagogy, is gaining acceptance at universities as an alternative learning experience. Modern technology has given faculty new ways to incorporate active learning and increase student engagement in their courses. Although the broad history of technology enhanced coursework has demonstrated that student learning is usually very comparable to what occurs in traditional coursework, recent studies focusing specifically on blended learning in totally redesigned classes report positive results. Were those positive results due to the online blending or to the redesign of the class? To answer this question and other limitations and challenges in past studies, the authors present their unique research that measures learning in a blended undergraduate management information systems course where identical classes were compared, one being all face-to-face and one being one-third online. By varying only course modality, this research answers the question of whether blended learning is a superior learning environment in an undergraduate MIS class, a second-level MIS class covering ERP, business processes, databases, advanced spreadsheets, and data analytics. Collecting both quantitative and qualitative data, the authors use a critical realism lens to create a mechanism for learning. Quantitative data, analyzed by multiple regression models and qualitative data, analyzed by content analysis lead to the outcome that learning is comparable to traditional coursework, grade-wise, but students prefer face-to-face class time. It also reveals that self-regulatory skills are evident, confirming that blended learning can aid in the construction of learning. 
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, Education and Information Technologies, 1, 83-104.
  |   Computer Science  |   Traditional, Blended/hybrid  |   560 Undergraduate
Comparison of student attitudes and performance in an online and face-to-face inorganic chemistry course.
Nenning, H. T., Idarraga, K. L. , Salzer, L. D. , Bleske-Rechek, A. , Theisen, R. M.
With the proliferation of internet technology, the E-learning has become an essential method and new epitome that is widely used and implemented by educational institutions across the globe. … [more]
With the proliferation of internet technology, the E-learning has become an essential method and new epitome that is widely used and implemented by educational institutions across the globe. The main objective of the current survey was to study the impact of E-learning on the students' academic performance. It was a facility-based and quasi-experimental research design that carried out in Najran University- college of nursing during the period from January to August, 2019. By adopting a purposive sampling technique, 80 under-graduate nursing students (40 experimental group + 40 as controls) that aged 21-24 years old had been recruited to participate in the current survey. Final exam results and a self-administered questionnaire were used for collecting data. The findings revealed that the mean scores obtained by students in the final exam by the E-learning group (Experimental) is statistically significantly higher than those for the traditional group (controls) (t=3.45, df=37, P value= 0.002). Additionally, the results showed that the mean of the students' overall satisfaction with the traditional face-to-face lectures in the control group was 6.26, while the mean of the students' overall satisfaction with E-learning in the experimental group was 8.74. The difference between students' attitudes was significant (P = 0.015) in favor of the experimental group. The key findings of the present study show a significant difference in learning outcomes beside positive attitudes between online and traditional learners which can be a viable alternative learning method for higher education. It also contributes to the current literature in the area of online instruction and E-learning 
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, Chemistry Education Research and Practice, 21, 168-177.
  |   Chemistry  |   Traditional, Fully online  |   Undergraduate
Effects of blended learning instructional strategy on social science achievement of senior secondary students.
Parhi, R. K., Parhi, H.
Information and technology has now become the key to academic success of students at various levels of education. Blended Learning strategy is viewed as resourceful and innovative instructional … [more]
Information and technology has now become the key to academic success of students at various levels of education. Blended Learning strategy is viewed as resourceful and innovative instructional strategy which can elegantly integrate traditional instructional convention method and e-learning method. The purpose of the research work was to study the effectiveness of blended learning instructional strategy on social science achievement of Class-XI students and to observe the difference between the students taught by blended learning strategy and face-to-face traditional instructional strategy. Experimental method was adopted for the present study. The researcher has employed the tools, viz. achievement test in economics and blended learning instructional package for this experimental study. The findings of the study reveal that the blended learning strategy is more effective than the face-to-face traditional instructional method for the academic achievement. The study found that blended learning strategy has improved the academic achievement of students in posttest. 
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 Xi'an University of Architecture & Technology, 12, 1119-1128.
  |   Economics  |   Traditional, Blended/hybrid  |   53 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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