Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies

http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

Evaluation of Evidence-Based Practices in
Online Learning: A Meta-Analysis and
Review of Online Learning Studies
U.S. Department of Education
Office of Planning, Evaluation, and Policy Development
Policy and Program Studies Service

How does the effectiveness of online learning compare with that of face to-face
instruction? Looking only at the 27 Category 1 effects that compared a purely online
condition with face-to-face instruction, analysts found a mean effect of +0.05, p =.46.
This finding is similar to that of previous summaries of distance learning (generally from
pre-Internet studies), in finding that instruction conducted entirely online is as effective
as classroom instruction but no better.

Does supplementing face-to-face instruction with online instruction enhance learning?
For the 23 Category 2 contrasts that compared blended conditions of online plus face-toface learning with face-to-face instruction alone, the mean effect size of +0.35 was
significant (p < .0001). Blends of online and face-to-face instruction, on average, had
stronger learning outcomes than did face-to-face instruction alone.


You might want to share this meta-analysis with your faculty. In addition to the findings the online elarningn is just as effective and blended learning had stronger learning outcomes, they discuss What practices are associated with more effective online learning.

The practices and findings include:

One way audio or video does not impact learnign or lead to more effective learning.
Text+media does lead to more effective learning.

Synchronous does not does not lead to more effective learning.
Asynchronous does lead to more effective learning.

Instructor driven and collaborative work does lead to more effective learning (Independent learning does not).

Feedback does lead to more effective learning.



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For the LTC

Amy and Nicole:

You all might want to think about how the findings in this meta analysis impact our recommendations for content.

Synchronous, one way video and audio, does not impact learning (does not lead to more effective learning).
Text plus other media does lead to more effective learning.

http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf


Evaluation of Evidence-Based Practices in
Online Learning: A Meta-Analysis and
Review of Online Learning Studies
U.S. Department of Education
Office of Planning, Evaluation, and Policy Development
Policy and Program Studies Service


Dylan:

You all might want to think about how the findings in this meta analysis impact our recommendations for learning module design.

In addition to the findings the online elarning is just as effective and blended learning
had stronger learning outcomes, they discuss What practices are associated with more effective online learning.

Synchronous does not impact learning (does not lead to more effective learning).
Asynchronous does lead to more effective learning.
Instructor driven and collaborative work does lead to more effective learning (Independent learning does not).
One way audio or video does not, text+media does lead to more effective learning
Feedback does lead to more effective learning

http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf


Evaluation of Evidence-Based Practices in
Online Learning: A Meta-Analysis and
Review of Online Learning Studies
U.S. Department of Education
Office of Planning, Evaluation, and Policy Development
Policy and Program Studies Service


Matt and Gerry:

In addition to the findings of this meta analysis that online elarning is just as effective and blended learning
had stronger learning outcomes, they discuss What practices are associated with more effective online learning.

**Feedback does lead to more effective learning, might be good to mention in the faculty development program.

http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf


Evaluation of Evidence-Based Practices in
Online Learning: A Meta-Analysis and
Review of Online Learning Studies
U.S. Department of Education
Office of Planning, Evaluation, and Policy Development
Policy and Program Studies Service



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