Meta Study 1.) Ed. Gov

 

 

Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies
http://www.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

U.S. Department of Education, Office of Planning, Evaluation, and Policy Development, Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, Washington, D.C., 2009.

A systematic search of literature on online learning. More than 1000 empirical studies were viewed. While this was directed at informing K-12, the studies covered higher ed almost without exception. The study indicates that the greatest benefits come from blended instruction and guided reflection models.

• The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction. The difference between student outcomes for online and face-to-face classes—measured as the difference between treatment and control means, divided by the pooled standard deviation—was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions. This finding suggests that the positive effects associated with blended learning should not be attributed to the media, per se.

next:  Meta-study two: MERLOT/JOLT