Online Learning Efficacy Research Database

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Showing 51 - 60 of 289 citations
Evaluating nursing students' engagement in an online course using flipped virtual classrooms.
Phillips, C. , O'Flaherty, J.
Flipped classroom models allocate more time for active learning approaches compared with more traditional pedagogies, however what is less clear with the utilisation of flipped learning is evidence … [more]
Flipped classroom models allocate more time for active learning approaches compared with more traditional pedagogies, however what is less clear with the utilisation of flipped learning is evidence to support whether students in flipped classes are given more opportunities to develop higher order thinking skills (HOTs) to effect deep learning compared with the traditional ways of teaching. Focussing on this gap, this study compares on campus and off campus student engagement in two courses using different deliveries: online face-to-face (f2f) mixed mode (on campus students attend traditional f2f on campus classes and off campus students study exclusively online) versus fully online mode, utilising flipped classes (all student study off campus engaging in flipped virtual classes). Final course grades were similar for both deliveries; however, the study suggests flipped classes offered students more opportunities to develop HOTs and engage more deeply in the learning process. Students’ evaluations of the online flipped delivery were mixed, with those students previously enrolled exclusively as on campus, particularly dissatisfied with fully online delivery and virtual class tutor experience. Recommendations are made concerning both the timing of the introduction of fully online delivery in a program and the need for continual up-skilling of staff who teach in online environments. 
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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2019, Student Success, 10 (1), 59-71.
  |   Nursing Education  |   Blended/hybrid, Fully online  |   1,285 Undergraduate
An investigation of the relationship between grades and learning modes in an introductory research methods course.
Roberts, D. , Griffith, J. C. , Faulconer, E., Wood, B. L. , Acharyya, S.
Education researchers have conducted studies on the relationship of learning mode to student performance, but few studies have evaluated pass rate, grade distribution and student withdrawal rate in … [more]
Education researchers have conducted studies on the relationship of learning mode to student performance, but few studies have evaluated pass rate, grade distribution and student withdrawal rate in an introductory research methods course. In this study, researchers examined 2,097 student grades from the 2015-2016 academic year to determine if such a relationship existed. In this study, learning mode was significantly related to failure rate, grade distribution and withdraw rate. Synchronous video home students had a significantly higher failure rate than traditional In-Person or online students. Online student grade distributions were significantly different than In-Person classroom, synchronous video home or synchronous video classroom students. Online Students tended to earn more "A"s and fewer "B"s and "D"s. Synchronous video home students also had a significantly higher withdraw rate than synchronous video classroom students. Recommendations for further research include investigating variables which may impact student performance such as faculty experience with course content and technology and how students select learning modes when taking classes. Future research should continue to employ outcome-based studies to measure the impact of learning mode on student performance. This remains a key issue from the perspective of the students and the institution. 
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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2019, Online Journal of Distance Learning Administration, 22 (1), 1-13.
  |   Science  |   Traditional, Web-facilitated, Fully online  |   2,097 Undergraduate
Comparison of students in an undergraduate university degree offered both in presence and online.
Scarabottolo, N.
Purpose – This paper aims to compare the students enrolled to a three-year undergraduate, bachelor degree on Security of Computer Systems and Networks, offered in traditional, classroom fashion as … [more]
Purpose – This paper aims to compare the students enrolled to a three-year undergraduate, bachelor degree on Security of Computer Systems and Networks, offered in traditional, classroom fashion as well as online at the University of Milan (Italy). Its main purposes are to estimate the main characteristics of the two different student populations addressed (i.e. online vs classroom students) to understand if an online version of an already existing traditional university degree allows to extend the enrollment of students; and to evaluate the effectiveness of the e-learning approach adopted, comparing performance of the two student populations. The study aims to supply a significant case study, based on a real experience more than 10 years long.
Design/methodology/approach – The paper is based on the statistical interpretation of a huge amount of data, collected during the overall life of Sicurezza dei Sistemi e delle Reti Informatiche (SSRI) online, regarding student age, income, grades obtained in exams and after final dissertation and graduation time.
Findings – The paper allows to conclude that the online student population has very limited overlap with the classroom one, which means that the online version of an already existing degree can definitely enlarge the student enrollment and reach older students; and a carefully designed e-learning environment allows committed online students to obtain results comparable when not better than the ones of classroom students.
Research limitations/implications – The study refers to a single, specific degree in computer science and technology; thus, it may lack generalizability. Similar experiences in other areas could be useful.
Originality/value – This paper fulfills an identified. 
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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2019, Interactive Technology and Smart Education, 16 (1), 36-48.
  |   Computer Science  |   Traditional, Fully online  |   656 Undergraduate
Blended method: Online-offline teaching and learning, on students’ reading achievement.
Setyawan, H.
This study aimed at investigating the effect of Blended Method (online and offline teaching and learning) and Traditional Method (offline teaching and learning), as the comparison, on students’ … [more]
This study aimed at investigating the effect of Blended Method (online and offline teaching and learning) and Traditional Method (offline teaching and learning), as the comparison, on students’ reading achievement. There were 200 college students involved in this study. Half of them were taught through a blended teaching method and half of them were taught through a traditional teaching method. The data were taken from the students’ final scores in the lectures which included scores of assignment, quiz, mid-term test, and final term test. The final scores of the two groups were compared to find out the effect of the blended teaching method and the traditional teaching method. The result showed that the scores of students who were taught through Blended Method were significantly better than the scores of students who were taught through Traditional Method. It indicates that utilizing new methods while maintaining good aspects of pre-existing methods has a positive impact on students’ achievement. 
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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2019,  English Education, 12(1), 22-33.
  |   English Language  |   Traditional, Blended/hybrid  |   200 Undergraduate
Performance, interaction, and satisfaction of graduate EAP students in a face-to-face and an online class: A comparative analysis.
Stanchevici, D., Siczek, M.
Before arriving in a host country, international students may be motivated to complete some institutional requirements online. Many studies address computer-assisted instruction for second-language students, but few focus … [more]
Before arriving in a host country, international students may be motivated to complete some institutional requirements online. Many studies address computer-assisted instruction for second-language students, but few focus on fully online English for Academic Purposes (EAP) writing courses. This comparative case study, grounded in action research, examined the extent to which a fully online version of a graduate-level EAP course offered to international students at a North American university achieved comparable outcomes to a face-to-face version. A quantitative and qualitative analysis of study participants’ performance and course evaluations indicated that the outcomes and student satisfaction of both cohorts were comparable. However, an examination of the participants’ final research papers and online interactions revealed differences and challenges. Based on these findings, it is recommended that future online courses provide more instruction on source integration, library research, and building an interactive learning community. Overall, the findings suggest that when carefully designed, assessed, and refined, fully online courses hold strong promise in EAP academic writing contexts. 
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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2019, TESL Canada Journal, 36, 132-153.
  |   English Language  |   Traditional, Blended/hybrid  |   30 Graduate
Comparing the efficacy of virtual and conventional methods in teaching practical pathology to medical students.
Abdollahi, A. , Salarvand, S., Saffar, H.
Electronic learning introduces a teaching device for deeper and more efficient learning. A study was conducted by the Pathology Department of Tehran University of Medical Sciences, Tehran, Iran. … [more]
Electronic learning introduces a teaching device for deeper and more efficient learning. A study was conducted by the Pathology Department of Tehran University of Medical Sciences, Tehran, Iran. The topic of practical pathology was selected earlier based on the curriculum. High-quality digital images of the slides were presented in the form of an e-file. The medical students were asked to register for participation in conventional or virtual groups. The first group underwent traditional education and members of the virtual group were given the website address to click into the website where the materials were uploaded. At the end of the semester, both groups were scientifically evaluated. The mean final pathology exam grade in the virtual group was higher than that of the control group; however, the difference between groups was not statistically significant (P=0.658). In conclusion, it was observed that in teaching practical pathology, virtual education may be as effective as conventional method. 
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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2018, Iranian Journal of Pathology, 13(2), 108-112.
  |   Medicine  |   Traditional, Fully online  |   125 Undergraduate
Online vs. face-to-face: A comparison of student outcomes with random assignment.
Arias, J. J. , Swinton, J., Anderson, K.
The following study contrasts the efficacy of online delivery relative to face-to-face delivery using an enrolment protocol that largely eliminates self-selection bias. Only a few previous studies even … [more]
The following study contrasts the efficacy of online delivery relative to face-to-face delivery using an enrolment protocol that largely eliminates self-selection bias. Only a few previous studies even attempt to control for sample selection. The study utilizes random assignment of the registrants of a Principles of Macroeconomics class into two alternative venues: online and face-to-face. The same professor taught both sections with the same course objectives and exams. Both the change in student scores from the pre-test to the post-test and the student’s exam average are model led as a function of the course environment, the student’s SAT math score (or ACT equivalent), the student’s GPA prior to taking the course, the student’s gender and the student’s overall credit hours prior to taking the course. The pre- and post-test had both standardized and instructor-specific questions. Students in the face-to-face section have statistically significantly higher exam scores and statistically significantly greater improvement on the post-test instructor questions. There is no statistical difference in the improvement on the post-test overall nor in the improvement in the post-test standardized questions. These mixed results suggest that both course objectives and the mechanism used to assess the relative effectiveness of the two modes of education may play an important part in determining the relative effectiveness of alternative delivery methods. 
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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2018, E-Journal of Business Education & Scholarship of Teaching, 12(2), 1-23.
  |   Economics  |   Traditional, Fully online  |   32 Undergraduate
Investigating the impact of blended learning on academic performance in a first semester college physics course.
Bazelais, P., Doleck, T.
This study investigates the impact of blended learning—which combines face-to-face classroom instruction with online-mediated instruction—in the context of Collège d’enseignement général et … [more]
This study investigates the impact of blended learning—which combines face-to-face classroom instruction with online-mediated instruction—in the context of Collège d’enseignement général et professionnel (CEGEP) pre-university science students. Although blended learning is a relatively recent addition to the college science classroom, studies have demonstrated that blended learning can create a more positive and active learning environment, and enhance both the quality of instruction and student learning outcomes in Science, Technology, Engineering, and Mathematics (STEM) education. Today, blended learning approaches are increasingly adopted in classrooms across North American colleges and universities, yet blended learning has received limited attention in the context of CEGEP pre-university programs. The present study sought to address this gap by examining the effectiveness of instruction in the mechanics course in the physics pre-university program at an English CEGEP, comparing the blended learning approach and the traditional lecture-based instruction. The results suggest that the blended learning approach leads to more conceptual change, acquisition of more skills, and higher performance. The findings of this research provide valuable implications and encouragement for future implementations of blended learning in CEGEPs. 
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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2018, Journal of Computers in Education, 1-28.
  |   Physics  |   Traditional, Blended/hybrid  |   71 Undergraduate
Blended learning and traditional learning: A comparative study of college mechanics courses.
Bazelais, P. , Doleck, T.
Research has suggested that learning approaches such as blended learning can enhance both the quality of instruction and student learning outcomes in STEM (Science, Technology, Engineering, & Mathematics) education. … [more]
Research has suggested that learning approaches such as blended learning can enhance both the quality of instruction and student learning outcomes in STEM (Science, Technology, Engineering, & Mathematics) education. However, little is known about how such instructional approaches affect learning outcomes in the context of Collège d’enseignement général et professionnel (CEGEP) pre-university science students. The present study focused on a college Mechanics course at a CEGEP that used blended learning, and compared the affects of the two learning modes (blended versus traditional) on student academic performance. Overall, the study revealed that students in the blended classroom (treatment) experienced more conceptual change and higher performance compared to the students in the traditional lecture-based class (control group). The findings offer support for the push to implement alternative approaches to instruction such as blended learning. Moreover, the study also improves understanding of the affects of approaches such as blended learning on understudied samples such as CEGEPs. 
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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2018, Education and Information Technologies, 23(6), 2889-2900.
  |   Science  |   Traditional, Blended/hybrid  |   71 Undergraduate
An investigation of the relationship between grades and learning mode in an English composition course.
Bourdeau, D. T. , Griffith, K. V. , Griffith, J. C. , Griffith, J. R.
The education community has conducted studies on failure rates and withdrawal rates between learning modalities in the past, but few studies have evaluated grade distribution between learning modes … [more]
The education community has conducted studies on failure rates and withdrawal rates between learning modalities in the past, but few studies have evaluated grade distribution between learning modes or focused specifically on English Composition. Using 2,919 student grades from the 2015 – 2016 academic year for an English Composition course, researchers examined failure rates, grade distribution, and withdrawal rates between In-Person learning, Online learning, and Synchronous video learning modes. In this study, learning modes and failure rates were related. Synchronous video modes of instruction had higher failure rates than traditional In-Person classes. Synchronous video classroom students failed at a higher rate than online students. Grade distributions showed significant differences based on learning mode. In-Person students earned more Bs and fewer Cs, Ds, and Fs than Online and synchronous video classroom students. In-Person students also withdrew at a significantly lower rate than online students. With these findings, we suggest that finding the root cause and alleviating the differences in student performance across learning modes should be a high priority for the educational community. 
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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2018, Journal of University Teaching & Learning Practice, 15 (2), 1-13.
  |   English  |   Traditional, Web-facilitated, Fully online  |   2,919 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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