The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature
01 Mar 2013-Teachers College Record (Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org)-Vol. 115, Iss: 3, pp 1-47
TL;DR: In this paper, the authors concluded that distance learning technologies do not differ significantly from regular classroom instruction in terms of learning out-comcomverage, and concluded that these technologies did not benefit significantly from traditional classroom instruction.
Abstract: Background/ContextEarlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcom...
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03 Apr 2014
TL;DR: In this paper, the authors identified and characterised existing approaches to integrated STEM education, both in formal and after-and out-of-school settings, and reviewed the evidence for the impact of integrated approaches on various student outcomes.
Abstract: STEM Integration in K-12 Education examines current efforts to connect the STEM disciplines in K-12 education This report identifies and characterizes existing approaches to integrated STEM education, both in formal and after- and out-of-school settings The report reviews the evidence for the impact of integrated approaches on various student outcomes, and it proposes a set of priority research questions to advance the understanding of integrated STEM education STEM Integration in K-12 Education proposes a framework to provide a common perspective and vocabulary for researchers, practitioners, and others to identify, discuss, and investigate specific integrated STEM initiatives within the K-12 education system of the United States STEM Integration in K-12 Education makes recommendations for designers of integrated STEM experiences, assessment developers, and researchers to design and document effective integrated STEM education This report will help to further their work and improve the chances that some forms of integrated STEM education will make a positive difference in student learning and interest and other valued outcomes
702Â citations
Cites background from "The Effectiveness of Online and Ble..."
...But overall, evidence regarding improved learning outcomes from blended and online learning approaches is thin (Means et al. 2013), suggesting the need for continuing research on the effective use of these tools for both students and educators....
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630Â citations
TL;DR: It is demonstrated that in an active learning classroom, student faculty contact could be reduced by two-thirds and students achieved learning outcomes that were at least as good, and in one comparison significantly better than, those in a traditional classroom.
Abstract: This study examines the effect of reducing the seat time of a large lecture chemistry class by two-thirds and conducting it in an active learning classroom rather than a traditional amphitheater. To account for the reduced lecture, didactic content was recorded and posted online for viewing outside of the classroom. A second experimental section, also in a blended and flipped format, was examined the following semester as a replication. To measure student subject-matter learning, we used a standardized multiple-choice exam, and to measure student perceptions of the classroom, we used a validated survey instrument. Our findings demonstrated that in an active learning classroom, student faculty contact could be reduced by two-thirds and students achieved learning outcomes that were at least as good, and in one comparison significantly better than, those in a traditional classroom. Concurrently, student perceptions of the learning environment were improved. This suggests that pedagogically speaking, active learning classrooms, though they seat fewer students per square foot, are actually a more efficient use of physical space.
618Â citations
TL;DR: A set of clear, practical, evidence-based recommendations is presented for MHapp developers to create better, more rigorous apps, and it may not be possible to incorporate all 16 recommendations into a single MHapp.
Abstract: Background The number of mental health apps (MHapps) developed and now available to smartphone users has increased in recent years. MHapps and other technology-based solutions have the potential to play an important part in the future of mental health care; however, there is no single guide for the development of evidence-based MHapps. Many currently available MHapps lack features that would greatly improve their functionality, or include features that are not optimized. Furthermore, MHapp developers rarely conduct or publish trial-based experimental validation of their apps. Indeed, a previous systematic review revealed a complete lack of trial-based evidence for many of the hundreds of MHapps available. Objective To guide future MHapp development, a set of clear, practical, evidence-based recommendations is presented for MHapp developers to create better, more rigorous apps. Methods A literature review was conducted, scrutinizing research across diverse fields, including mental health interventions, preventative health, mobile health, and mobile app design. Results Sixteen recommendations were formulated. Evidence for each recommendation is discussed, and guidance on how these recommendations might be integrated into the overall design of an MHapp is offered. Each recommendation is rated on the basis of the strength of associated evidence. It is important to design an MHapp using a behavioral plan and interactive framework that encourages the user to engage with the app; thus, it may not be possible to incorporate all 16 recommendations into a single MHapp. Conclusions Randomized controlled trials are required to validate future MHapps and the principles upon which they are designed, and to further investigate the recommendations presented in this review. Effective MHapps are required to help prevent mental health problems and to ease the burden on health systems.
585Â citations
TL;DR: In this paper, a study of student perception about course excellence revealed the existence of robust if-then decision rules for determining how students evaluate their educational experiences, independent of course modality, perceived content relevance, and expected grade.
Abstract: This study addressed several outcomes, implications, and possible future directions for blended learning (BL) in higher education in a world where information communication technologies (ICTs) increasingly communicate with each other. In considering effectiveness, the authors contend that BL coalesces around access, success, and students’ perception of their learning environments. Success and withdrawal rates for face-to-face and online courses are compared to those for BL as they interact with minority status. Investigation of student perception about course excellence revealed the existence of robust if-then decision rules for determining how students evaluate their educational experiences. Those rules were independent of course modality, perceived content relevance, and expected grade. The authors conclude that although blended learning preceded modern instructional technologies, its evolution will be inextricably bound to contemporary information communication technologies that are approximating some aspects of human thought processes.
517Â citations
Cites background or methods from "The Effectiveness of Online and Ble..."
...Generally, research has found that BL results in improvement in student success and satisfaction, (Dziuban and Moskal 2011; Dziuban et al. 2011; Means et al. 2013) as well as an improvement in students’ sense of community (Rovai and Jordan 2004) when compared with face-to-face courses....
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...Over the last decade, there have been at least five meta-analyses that have addressed the impact of blended learning environments and its relationship to learning effectiveness (Zhao et al. 2005; Sitzmann et al. 2006; Bernard et al. 2009; Means et al. 2010, 2013; Bernard et al. 2014)....
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...Dziuban and colleagues (Dziuban et al. 2015) analyzed the meta-analyses conducted by Means and her colleagues (Means et al. 2013; Means et al. 2010), concluding that their methods were impressive as evidenced by exhaustive study inclusion criteria and the use of scale-free effect size indices....
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References
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TL;DR: A convenient, although not comprehensive, presentation of required sample sizes is providedHere the sample sizes necessary for .80 power to detect effects at these levels are tabled for eight standard statistical tests.
Abstract: One possible reason for the continued neglect of statistical power analysis in research in the behavioral sciences is the inaccessibility of or difficulty with the standard material. A convenient, although not comprehensive, presentation of required sample sizes is provided here. Effect-size indexes and conventional values for these are given for operationally defined small, medium, and large effects. The sample sizes necessary for .80 power to detect effects at these levels are tabled for eight standard statistical tests: (a) the difference between independent means, (b) the significance of a product-moment correlation, (c) the difference between independent rs, (d) the sign test, (e) the difference between independent proportions, (f) chi-square tests for goodness of fit and contingency tables, (g) one-way analysis of variance, and (h) the significance of a multiple or multiple partial correlation.
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01 Jan 1999
TL;DR: New developments in the science of learning as mentioned in this paper overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum, instruction and commnity effective teaching.
Abstract: New developments in the science of learning science of learning overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum, instruction and commnity effective teaching - examples in history, mathematics and science teacher learning technology to support learning conclusions from new developments in the science of learning.
13,889Â citations
"The Effectiveness of Online and Ble..." refers background in this paper
...Another meta-analysis of online learning by Cavanaugh, Gillan, Kromerey, Hess, and Blomeyer (2004) focused on Internet-based distance education programs for K-12 students....
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Book•
27 Apr 200910,518Â citations
"The Effectiveness of Online and Ble..." refers methods or result in this paper
...Additionally, the approach used by Cavanaugh et al. assigns more weight to studies with more outcomes than to studies with fewer outcomes (Borenstein et al., 2009)....
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...assigns more weight to studies with more outcomes than to studies with fewer outcomes (Borenstein et al., 2009)....
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01 Jan 1985
TL;DR: In this article, the authors present a model for estimating the effect size from a series of experiments using a fixed effect model and a general linear model, and combine these two models to estimate the effect magnitude.
Abstract: Preface. Introduction. Data Sets. Tests of Statistical Significance of Combined Results. Vote-Counting Methods. Estimation of a Single Effect Size: Parametric and Nonparametric Methods. Parametric Estimation of Effect Size from a Series of Experiments. Fitting Parametric Fixed Effect Models to Effect Sizes: Categorical Methods. Fitting Parametric Fixed Effect Models to Effect Sizes: General Linear Models. Random Effects Models for Effect Sizes. Multivariate Models for Effect Sizes. Combining Estimates of Correlation Coefficients. Diagnostic Procedures for Research Synthesis Models. Clustering Estimates of Effect Magnitude. Estimation of Effect Size When Not All Study Outcomes Are Observed. Meta-Analysis in the Physical and Biological Sciences. Appendix. References. Index.
9,769Â citations
"The Effectiveness of Online and Ble..." refers background or methods in this paper
...Before combining effects from multiple contrasts, effect sizes were weighted to avoid undue influence of studies with small sample sizes (Hedges & Olkin, 1985)....
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...The overall finding of the meta-analysis is that online learning (the combination of studies of purely online and of blended learning) on average produces stronger student learning outcomes than learning solely through face-to-face instruction....
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TL;DR: In this paper, the authors present a model for estimating the effect size from a series of experiments using a fixed effect model and a general linear model, and combine these two models to estimate the effect magnitude.
Abstract: Preface. Introduction. Data Sets. Tests of Statistical Significance of Combined Results. Vote-Counting Methods. Estimation of a Single Effect Size: Parametric and Nonparametric Methods. Parametric Estimation of Effect Size from a Series of Experiments. Fitting Parametric Fixed Effect Models to Effect Sizes: Categorical Methods. Fitting Parametric Fixed Effect Models to Effect Sizes: General Linear Models. Random Effects Models for Effect Sizes. Multivariate Models for Effect Sizes. Combining Estimates of Correlation Coefficients. Diagnostic Procedures for Research Synthesis Models. Clustering Estimates of Effect Magnitude. Estimation of Effect Size When Not All Study Outcomes Are Observed. Meta-Analysis in the Physical and Biological Sciences. Appendix. References. Index.
7,063Â citations