Online Learning Efficacy Research Database

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. 
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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. 
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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, η²_p = .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, η²_p = .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, η²_p = .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, η²_p = .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. 
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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. 
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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. 
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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. 
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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. 
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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. 
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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. 
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