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

A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis. 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. An unexpected finding was the small number of rigorous published studies contrasting online and face-to-face learning conditions for K–12 students. In light of this small corpus, caution is required in generalizing to the K–12 population because the results are derived for the most part from studies in other settings (e.g., medical training, higher education)

Self-Regulated Learning in a Pandemic: Implementing the SEE Framework in an Online Teaching Environment

Self-regulated learning (SRL) is a cyclical process that motivates students and facilitates achievement in a variety of domains (Wang, 2013). It entails several processes, such as planning, setting goals, using learning strategies, self-monitoring, reflecting, and holding adaptive motivational beliefs. Moreover, SRL can be developed through interventions and classroom practices. However, there is a shortage of trained interventionists. Teachers can also use a variety of classroom practices to develop students’ SRL skills. A framework of practices, known as the Settings, Events, and Exchanges (SEE) framework, was developed to organize these classroom practices for teachers (Callan et al., 2020). The practices in this framework include (a) the creation of a setting that is conducive to SRL, (b) student-teacher exchanges that facilitate the development of SRL, and (c) events that allow students the chance to reflect on their learning. Specifically, teachers can foster effective learning settings by developing supportive student-teacher relationships, implementing routines and clear participation structures, providing collaborative learning opportunities, and encouraging the use of adaptive help-seeking strategies. Exchanges that support SRL include the use of explicit instructions, modeling, SRL feedback, prompts, and connections made between the use of SRL strategies and academic success. Finally, events that can facilitate SRL include multiple opportunities to succeed, long-term learning opportunities, tasks that are both at an appropriate challenge level as well as supportive of student autonomy, self-assessment, peer co-learning, and the use of SRL worksheets (Callan et al., 2020). The SEE framework was developed to support SRL development in traditional, in person classrooms. In light of the fact that online learning elicits a greater need for SRL, the purpose of this presentation is to examine which SEE framework practices do and do not have empirical support within online learning environments. Doing so provides practical support for teachers and identifies research gaps for researchers

Procedimiento para el diseño y despliegue de los contenidos virtuales de aprendizaje, que se ajusta al centro de Mediaciones Pedagógicas de la Policía Nacional de Colombia

La educación virtual flexibiliza el proceso educativo, venciendo obstáculos como la distancia y los horarios, por lo tanto, en el presente trabajo de maestría, se pretende desarrollar el procedimiento para el diseño y despliegue de los contenidos virtuales de aprendizaje, que se ajusten a las características del Centro de Mediaciones Pedagógicas de la Policía Nacional de Colombia. Para alcanzar dicho propósito se realiza un estudio enmarcado en la investigación-acción con enfoque cualitativo, partiendo de la búsqueda de información, por medio de entrevistas semiestructuradas y revisiones documentales, encaminado a obtener datos de instituciones educativas que virtualizan contenidos académicos y ser tomadas como referentes para la construcción del procedimiento para el diseño y despliegue de los objetos virtuales de aprendizaje, creados en el Centro de Mediaciones Pedagógicas. Obteniendo como resultado la metodología para el desarrollo y despliegue de los objetos virtuales de aprendizaje (OVA), junto con la documentación y propuesta de implementación del procedimiento que apoyara este proceso. Esto favorecerá el proceso de Primer Nivel Direccionamiento del Talento Humano, debido a que se evaluará, a través de las herramientas de la Suite Visión Empresarial, con el fin de realizar seguimiento y control de la metodología creada para el desarrollo de las OVA en la Policía Nacional, contribuyendo así al progreso de nuestro quehacer policial, formando profesionales integrales y comprometidos con la misión institucional y los cambios que se presenten socialmente en nuestro país. Finalmente, concluyendo que, si bien la Policía Nacional no es una entidad enfocada directamente a la educación, fue posible evidenciar como resultado, que los policiales deben recibir una enseñanza de calidad, que les permita prestar un servicio de policía efectivo y eficaz, en tanto esto depende de la planeación pedagógica y proceso de creación de los OVA.Virtual education makes the educational process more flexible, overcoming obstacles such as distance and schedules, therefore, in this master's thesis, it is intended to develop the procedure for the design and deployment of virtual learning content, which adjusts to the Characteristics of the Pedagogical Mediation Center of the National Police of Colombia. To achieve this purpose, a study framed in action research with a qualitative approach is carried out, starting from the search for information, through semi-structured interviews and documentary reviews, aimed at obtaining data from educational institutions that virtualize academic content and be taken as references. for the construction of the procedure for the design and deployment of virtual learning objects, created in the Center for Pedagogical Mediations. Obtaining as a result the methodology for the development and deployment of virtual learning objects (VLO), together with the documentation and proposal for the implementation of the procedure that will support this process. This will favor the First Level Human Talent Management process, because it will be evaluated, through the tools of the Business Vision Suite, in order to monitor and control the methodology created for the development of OVAs in the Police. National, thus contributing to the progress of our police work, training comprehensive professionals committed to the institutional mission and the changes that occur socially in our country. Finally, concluding that, although the National Police is not an entity directly focused on education, it was possible to show as a result that police officers must receive quality education, which allows them to provide an effective and efficient police service, while This depends on the pedagogical planning and the process of creating the OVAs.Introducción. -- Capítulo 1. -- Problema de investigación. -- Pregunta de investigación -- 1. Objetivos. -- 1.1. Objetivo general -- 1.2. Objetivos específicos. -- Manejo de hipótesis. -- Justificación de la investigación. -- Capítulo 2. -- Marco referencial. -- Marco de Antecedentes. -- Marco Teórico. -- Marco Conceptual. -- 2.5. Marco normativo. -- 2.5.1. Normatividad Internacional. -- 2.5.2. Normatividad Nacional. -- Marco contextual. -- Capítulo 3. -- Marco metodológico. -- Enfoque. -- Diseño. -- Alcance. -- Población, participantes y selección de la muestra. -- Instrumentos de recolección de información. -- Confiabilidad y validez. -- Aspectos éticos. -- Aplicación de instrumentos. -- Capítulo 4. -- Resultados. -- Diagnóstico de información en el desarrollo de los OVA. -- Análisis revisión documental. -- Estructuración de los formatos, para el desarrollo e implementación de los OVA. -- Plan de operación para la implementación del procedimiento. -- Discusión de los resultados. -- Capítulo 5. -- Conclusiones. -- Referencias bibliográfica

Blended learning approach : a complementary method in the EFL primary classroom

Máster Universitario en Enseñanza del Inglés como Lengua Extranjera. Especialidad en Developing English Teaching Skills (M051

Student engagement, student interactions and 'quality of use' in blended learning using flipped classroom

The research ofblended learning using flipped classroom is still at the early stage, hence the fundamental issues still unclear. Therefore, this study has examined the quality of use, by incorporating the quality constructs for entrepreneurship education. The framework was developed base on 'Quality of Use' Model underpinned by Luhmann's System Theory, Model of Online Learning and Social Learning Theory: Groups Nets and Sets. There were five variables tested in this study, namely satisfaction, efficiency, effectiveness, student interactions and student engagement. This study was conducted in two phases, firstly this study examined whether blended learning provide impacts on the studied variables. Later this study tested the relationship between variables based on the research framework. Data for the first stage were obtained through quasiexperimental among 90 students of entrepreneurship education for the Semester 201 54 in the Universiti Teknologi MARA Perlis. The results reveals that there were significant differences between treatment group and control group for all variables tested. Data for the second stage were collected through a self-administered survey questionnaires among 281 students of entrepreneurship education for Semester 20162 in the same university. This result reveals that student interactions have a significant relationship with satisfaction, efficiency, effectiveness. However, student engagement exhibits a significant influence to satisfaction, but insignificant influence to efficiency and effectiveness. Further analysis reveals that student interactions provides a partial mediation between student engagement and satisfaction and full mediation between student engagement and efficiency, as well as effectiveness. This study contributes to the development of quality framework for large enrollment in flipped classroom, a multi-method of data collection to ensure the appropriateness of variables selected, and a quality measure of blended learning in entrepreneurship education, as well as business management disciplines. Conclusions, limitation and suggestions for future studies are also highlighted

Blended Learning and Teaching in Higher Education: An International Perspective

Blended learning is not a new topic for educational research in Higher Education (HE). However, before the first wave of the Covid-19 pandemic, blended learning was studied by a "niche" of researchers and educators interested in technology integration in teaching and learning. It was not difficult to meet HE professionals who had never or only poorly reflected on the topic of how to integrate digital technology in teaching and learning before March 2020. All in all, this special issue provides a deeper understanding of what Blended Learning will be in the near feature, encompassing not the simple combination of online and physical presence, but a combination of delivery tools and media used to provide information and to support interaction, a combination of different methods of instruction and teaching/learning, and a combination of learning contexts

A design-based research approach to an educational challenge : developing independent learners using a blended learning environment

PhD ThesisA design-based research approach to an educational challenge: Developing independent learners using a blended learning environment. The transition from school to higher education in the UK has been highlighted as becoming challenging for a number of students. The contrast between the learning experience of students at school and in higher education has been seen as problematic, with supportive small group experiences at school and commonly large impersonal teaching structures at university. Upon entry to higher education, many students are perceived to have a ‘skills deficit’ in those areas important for success. These skills have been summarised in this study under the term ‘independent learning’. This study follows a design research approach into the course re-design of an A level (university entrance) science course. A ‘traditionally’ taught course was re-designed into a blended learning environment, using an open source virtual learning environment. The course design was informed by principles from a variety of sources and underlying theoretical concepts including the Conversational Framework and the Community of Inquiry, emphasising changes in pedagogical approach above technological issues. The research approach followed the main processes of educational design research, however rather than repeat iterations of the same course; the study was structured into developmental stages of progress towards the final blended learning environment. The study employed a mixed methods strategy, including a quantitative measure of self-regulation (MSLQ), a student course evaluation using Q methodology as well as observations, staff and student interviews and course data analysis. The results indicated a significant improvement in self-regulated behaviours according to the MSLQ survey against a non-intervention class. In the course evaluation of the blended learning environment, the students presented into three groups with contrasting attitudes to blending learning; the ‘pragmatists, the enthusiasts and the conservatives’. The study concludes with some principles to guide the design of blended learning courses in order to encourage independent learning, implications for educational policy, and recommendations for further research. These generic design principles emphasise the value of the educational design-research approach as a realistic and effective method for reflective researchers and practitioners

The Use of Asynchronous Discussion to Support Collaborative Learning in an Online Programme

This study argues that student to student conversations in groups have a significant impact on learning. Previous studies have focused on the potential impact of individual contributions in these learning conversations. This study challenges this view and suggests that measuring these individual contributions cannot, on their own, improve the student experience and impact on student performance. A case study design was used to explore what was happening in an online collaborative group task. This was achieved by examining the dialogic interactions in asynchronous online discussions being used in the group collaborative process. The dataset for this investigation was a large corpus of online posts by eight postgraduate student groups working on a group task. The data was analysed using framework analysis. Developed by Richie and Spencer (1994), framework analysis is a matrix based method which allows the researcher to demonstrate how the data was managed and allows the researcher to move back and forth between different levels of abstraction whilst still keeping sight of the “raw” data. The central component of framework analysis is the development of a thematic framework. This thesis also examined quantitative data related to the number, length and frequency of discussion posts within and across each of the groups. Overall a typology of three dialogic types were identified and ten key characteristics of these groups were also identified. This thesis found that the predictive value of monitoring the use of time was very low if this is the only indicator used. The dialogic types identified in the findings were found to be significant. Their presence or absence in the group communications had the potential to help educators predict whether the group would go on to meet the criteria for the task in the time allocated. The group characteristics also contributed to this prediction and there appeared to be a cumulative effect the more characteristics that were present. This suggests that the group conversations had a significant impact on individual and group achievement. The findings of this thesis have significant implications for how we understand student to student interactions and their impact on learning. This study has used online student group conversations. However, the findings do not only have impact for student conversations in online learning but relate to all forms of learning. Revealing the impact of these interactions to educational designers and teachers can help support students in group learning. In addition, if students understand the impact group conversations have on their learning and achievement and that of their peers, sharing this information has the potential to significantly improve their performance and learning experience. This study recommends further research be carried out into student to student dialogue to explore further how learning is impacted by group conversations. It is recommended that this exploration should focus on theory generating research to help address the theoretical gaps that exist in understanding how students learn in collaboration with each other. This should be utilised to enhance student experience, performance and achievement