Online Learning Efficacy Research Database

Here, we describe the implementation a hybrid general chemistry teaching laboratory curriculum that replaces a portion of a course’s traditional “wet lab” experiences with online virtual lab modules. These modules intentionally utilize representations on all three levels of the chemistry triplet - macroscopic, submicroscopic, and symbolic. The implementation of this curriculum allowed an opportunity to evaluate this new course structure. First, student performance was assessed based on pre- and post-assessments. Second, dialogue from students working through the traditional and module versions of one lab was analyzed for how each format encouraged students to engage with the chemistry triplet. Data suggest both formats led to positive learning gains, but the differences between formats were not statistically significant. However, there was a significant difference in student engagement with the chemistry triplet, with module students showing a higher overall amount of triplet-related dialogue and more continuous dialogue segments connecting multiple levels of the triplet. 
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Abstract not available. 
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Utilization of technology in the teaching and learning process has brought a significant impact to the education sector. Technology offers educators and learners a new learning experience to encourage and enrich the teaching and learning process. The study used descriptive-correlation to know the effectiveness of the different learning environment through pretest and post-test and to determine the satisfaction rating of the respondents towards the different kinds of learning environment. It was found out in the result that blended learning shows an effective tool to enriched student performance in programming. It is recommended to use different learning mode of delivery to shows a significant increase and improvement in the academic performance. 
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Background
Despite the increasing uptake of information and communication technologies (ICT) within healthcare services across developing countries, community healthcare workers (CHWs) have limited knowledge to fully utilise computerised clinical systems and mobile apps. The ‘Introduction to Information and Communication Technology and eHealth’ course was developed with the aim to provide CHWs in Malawi, Africa, with basic knowledge and computer skills to use digital solutions in healthcare delivery. The course was delivered using a traditional and a blended learning approach.

Methods
Two questionnaires were developed and tested for face validity and reliability in a pilot course with 20 CHWs. Those were designed to measure CHWs’ knowledge of and attitudes towards the use of ICT, before and after each course, as well as their satisfaction with each learning approach. Following validation, a randomised controlled trial was conducted to assess the effectiveness of the two learning approaches. A total of 40 CHWs were recruited, stratified by position, gender and computer experience, and allocated to the traditional or blended learning group using block randomisation. Participants completed the baseline and follow-up questionnaires before and after each course to assess the impact of each learning approach on their knowledge, attitudes, and satisfaction. Per-item, pre-post and between-group, mean differences for each approach were calculated using paired and unpaired t-tests, respectively. Per-item, between-group, satisfaction scores were compared using unpaired t-tests.

Results
Scores across all scales improved after attending the traditional and blended learning courses. Self-rated ICT knowledge was significantly improved in both groups with significant differences between groups in seven domains. However, actual ICT knowledge scores were similar across groups. There were no significant differences between groups in attitudinal gains. Satisfaction with the course was generally high in both groups. However, participants in the blended learning group found it more difficult to follow the content of the course.

Conclusions
This study shows that there is no difference between blended and traditional learning in the acquisition of actual ICT knowledge among community healthcare workers in developing countries. Given the human resource constraints in remote resource-poor areas, the blended learning approach may present an advantageous alternative to traditional learning. 
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This action research study follows a between-subject design strategy and attempts to identify whether a departure from a direct instructional teaching strategy towards a flipped learning pedagogy results in increases in student performance over time. In particular, the study considers the effects of integrating flipped learning pedagogic instruction into a Year 1, second-semester undergraduate Computer Architecture module. The first year of the study represented a baseline year in which a traditional direct instructional teaching method was used. The three subsequent years of study involved the inclusion of increased proportions of flipped learning instruction. When removing the baseline year from the study and focusing on the years that included a flipped proportion of instruction only, the analysis showed statistically significant increases in learner performance for mature students as the module migrated towards a fully flipped delivery model. Positive increases associated with continuous assessment components of the modules were also observed across the population as the module migrated towards a flipped learning model. However, this apparent increase in learner performance showed no impact on the terminal examination scores across years, indicating that improved performance in continuous assessments was probably due to shallow learning. 
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This article outlines a study that compared an online virtual laboratory with a face-to-face laboratory. The main objective of the study was to evaluate the effectiveness of a virtual method of instruction for a general studies, physical science laboratory course. Using a pretest–posttest only design with nonequivalent control groups, differences between assessment scores, attitudes, and personal preferences were used to evaluate the likelihood of any impact of the online delivery when compared with that of the traditional method. No significant differences were found between the groups’ content knowledge gained or in their attitudes or preferences. While this result may seem discouraging at first, virtual laboratory sections can often be cost-effective for institutions to use and therefore may be a favorable choice. Also, there is a growing need or desire for online formats, and this study demonstrates that virtual methods are an effective alternative to face-to-face methods with laboratory content knowledge attainment. A discussion follows with suggestions or items to consider in designing or switching to a virtual format. 
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This research aims at investigating the effect of blended learning on the achievement and motivation to learn English of German Jordanian University students. A pilot case study research strategy was used. Pilot case studies are effective research strategies for investigating educational issues in real life situations. They are used to refine research problems, variables, and also to refine the case study design before doing it in a larger-scale investigation. The study sample comprised 34 students who were selected purposefully and distributed into experimental and control groups. The experimental group studied English through a computerized program melded with the traditional method, whereas the control group was taught solely by the latter. The analysis of covariance (ANCOVA) revealed statistically significant differences in achievement between the two groups, indicating that the experimental group performed better than the control group. Significant differences were also found in the respective groups’ motivation to learn English. 
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Although much research has focused on the overall equivalency of face-to-face (F2F) versus online delivery methods, questions remain on whether the two modalities are equivalent for specific types of knowledge acquisition. Therefore, this study compared didactic knowledge, technical skills, and role modeling and ethics information learning between five online and F2F sections of an undergraduate business course over two semesters. Grades and questions on selected assignments and students' self-reported perceptions were analyzed. Results suggest that knowlege, skills, and information acquisition are similar between F2F and online classes, but online students excel at certain tasks, and F2F students excel at others. 
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Aim
To compare ophthalmology teaching delivered by eLearning with traditional lectures, in terms of undergraduate performance and satisfaction.
Methods
Randomised controlled crossover study at King’s College London Medical School with 245 third year medical students. The ophthalmology syllabus was divided into ten topics. Five topics were randomised to be taught by traditional lectures and five by electronic learning (eLearning). For the second rotation of students the topics were crossed over, so that those topics taught by traditional lectures were taught by eLearning and vice versa. At the end of each rotation the students sat an optional online mock examination containing 100 questions (ten on each topic). Students’ examination performance was compared between the two teaching methods. Student satisfaction was assessed using an online satisfaction survey. Outcome measures were the mean percentage of correct answers across all ten topics, student satisfaction and self-assessed knowledge.
Results
The mean examination score for questions taught by eLearning was 58% (95% CI, 55.7–59.6), versus 55% (95% CI 53.1–56.8) for traditional lectures (P = 0.047). Across all topics students were more satisfied with eLearning than traditional lectures, with 87% (95% CI 84.5–88.4) rating eLearning as ‘excellent’ or ‘good’ versus 65% (95% CI 62.0–67.4) for lectures (p < 0.0001). Overall 180 (75.6%) preferred eLearning compared to traditional lectures, with 166 (69.7%) rating eLearning ‘much better’ or ‘better,’ 61 (25.6%) ‘neutral’ and 11 (4.6%) ‘worse’ or ‘much worse.’
Conclusions
Student satisfaction and examination performance are both enhanced by ophthalmology eLearning. Similar eLearning modules may be suitable for other specialties and postgraduate learning. 
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This paper compares the effectiveness of e-learning and face-to-face education in the previously neglected context of Saudi Arabia. This is done by examining Najran University’s e-learning experience after the institution suspended traditional course delivery due to the ongoing war between Saudi Arabia, the Arab Coalition, and Yemeni rebel groups. The analysis also considers the potential benefits offered by e-learning in crisis zones such as the southern border region of Najran, Saudi Arabia. The results indicate that there is no statistical or practical difference between online and face-to-face learning with respect to student performance. This paper also demonstrated that e-learning is capable of delivering the educational goals of higher learning institutions to areas wrecked by wars. E-Learning offers students a safe learning environment, engaging platforms, and most importantly a quality education. The findings of this paper contribute to a growing body of scholarship on the effectiveness and implementation of e-learning in the Middle East. 
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