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)

Social aspects associated with modern distance learning programmes

The repositioning of the distance learning as a mode of course delivery is largely backed up by the recent advancements in communication technologies. It is widely visible that the modern Computer Mediated Communication (CMC) tools are being predominantly used within these distance learning environments. Primarily these Computer Mediated Communication tools were often developed with the priority given to address the structural and management issues visible within Distance Learning environments. However, the focus of any teaching or learning mechanism, distance or otherwise, needs to be able to facilitate the learner’s actual learning process. Within traditional learning and teaching environments, social aspects of a classroom setting (e.g. guidance and support, body language, feedback, interactions with other learners etc.,) are regarded as important learning facilities in addition to the traditional audio and visual communication facilities. However, these social aspects have not received adequate consideration in existing distance learning tools and have initiated a very limited number of discussions within the Distance Learning literature. Further, with specific to construction education, these social aspects may become more desired as the subjects are of a more diversified nature in terms of technological, environmental and management oriented. This paper therefore investigates the case of a DL setting within a construction school in the Higher Education (HE) sector of the UK to identify the extent to which the current Computer Mediated distant learning tools address the wider aspects of supporting a classroom situation during its operation so that appropriate improvements can be made in utilising these tools to deliver construction related distance learning courses

Asynchronous Video and the Development of Instructor Social Presence and Student Engagement

Enrollment in online learning continues to grow in the higher education sector, along with persistent goals dedicated to achieving better student outcomes and lowering attrition rates. Improved student engagement has been shown to possibly reduce attrition rates through a greater sense of connectedness and decreased feelings of isolation among online learners. Through the development of a classroom community, the online learner may feel supported and engage more often in the learning process. The instructor plays a major role in the development of the classroom community. Instructor social presence may be the most important factor in building the relationships that foster learning and retention. Through communication, the instructor conveys the necessary immediacy behaviors required to cultivate these interpersonal relationships. Discovering methodology that can facilitate the development of instructor social presence and foster student engagement is necessary for improving online learning outcomes and retention. With improved technology that allows for enhanced communication in online classrooms, the use of asynchronous video may be an effective way to improve instructor social presence and student engagement. This quasi-experimental design aimed to determine whether asynchronous video or text-based communication increased students’ perceptions of instructor social presence and student engagement in an online graduate classroom. After analyzing the data, significance was found for student engagement based on the number of discussion posts, p=.003, and length of discussion posts, p=.012. Students in the group who received text-based communication demonstrated increased student engagement in voluntary discussion boards as opposed to students in the group who received asynchronous video. There was no significant difference found for instructor social presence between the two groups, p=.136. The participants of the study were students enrolled in two sections of an online Masters of Occupational Therapy foundation course during the spring of 2017. All participants attended the University of St. Augustine for Health Sciences

Towards a Scalable Digital Skills Training Architecture for Resource-Constrained Environments: The Case of Ayitic Goes Global in Haiti

In developing countries such as Haiti, which are marked by high unemployment and gender inequality, online education has the potential to change lives. Returns on education are particularly high in Information Communications Technology (ICT)-intensive jobs and IT outsourcing offers opportunities for remote employment, providing alternatives for economic diversification and job creation that are particularly relevant for youth and women. However, the problem faced by many developing countries, is that traditional models, frameworks, architectures and platforms for online learning do not lend themselves well to their context and, therefore, it is important to develop context specific platforms. This need for suitable platforms has motivated the research question that this paper seeks to address, that is, “What is the appropriate architecture that supports learning strategies for delivering scalable digital skills training in a resource-constrained environment?” We propose an architecture that was developed specifically for blended learning in resource-constrained environments and describe how a prototype for this was designed, built, and deployed in Haiti. The initial findings from the application of the architecture have been extremely positive and are reflected not only in the testimonials of the participants but also by the interest of other countries of the region to adopting the proposed architecture

Forestry Extension in Tennessee: Comparing Traditional and Web-Based Program Delivery Methods

As the traditional forestry Extension clientele in Tennessee changes, Extension professionals need to adapt and deliver programs in such a way as to reach the maximum audience while ensuring the educational benefit of the program and remaining within budget. The development of the Internet and associated web-based programs presents a new tool by which Extension professionals can develop and deliver educational programs to clientele. This study compared two Extension program delivery methods, web-based and traditional field-based. A series of field workshops were held and participants were surveyed. From these field workshops, a web-based program was developed and was marketed to a similar audience; these participants were also surveyed. Demographic information, learning preferences, and other measures of program preference were collected. Ninety-seven percent of participants in the field-based program and 68% of the web-based sample preferred a field program over a web-based program. If only a web-based program was made available to participants, at least 50% of each sample would be interested. Educational level was the only demographic characteristic that was significantly different between those who chose a web-based program and those who chose a field-based program. Participants with higher educational levels were more likely to choose a web-based program. Educational level was positively correlated with income level, computer ownership, and Internet access. Educational level was negatively correlated with age. Knowledge gain was significantly higher in the field-based sample. Web-based participants showed average knowledge gain of 12.2 to 28.7% whereas the knowledge gain for people attending the traditional field day program averaged 16.5 to 46.1%. Level of computer ownership was high in both samples as was the use of the computer on a regular basis. Internet access was high in both groups. The web-based sample had significantly higher levels of high-speed access. Those with high-speed connections were more likely to choose a web-based program, although both groups used the computer/Internet regularly for gathering information. Current forestry Extension clientele preferred a field-based program delivery method. Some clientele, though, preferred web-based programming and these types of programs should be offered when suitable. Using a variety of delivery methods, Extension can adapt programs to a wide range of learning styles to reach new audiences, including younger generations who are more comfortable with Internet learning

Designing and developing online instruction for the adult learner : learning theories, motivational models, and e-tivities

The purpose of this literature review is to describe how instructors can build interactive online courses that will enhance student learning, enjoyment, motivation, and success in an online distance education course. It is intended to be a resource for instructors to use when planning and preparing to teach an online course. This literature review should help instructors understand who adult learners are and what motivates them to succeed; why using an instructional design model will help save time, money, and increase the success of the course; and how to use the technology available in the online environment to build online activities, or e-tivities, to increase student learning, motivation, and success in the online course. This reviewer has found that motivation is one of the most important elements of learner success when taking an online course and one way to increase motivation and course satisfaction is to incorporate e-tivities into the online learning environment. This reviewer recommends that as institutions build their online course offerings, those building the courses should be offered research based resources and training before planning, designing, and developing an online course

Impact of elearning on primary school children and teachers: a study of the one laptop per child pilot project in Fiji

The current trend of integrating technology in learning at all levels of education system has also impacted Fiji primary schools. The effort to integrate elearning in primary school began with the launch of ‘One Laptop per Child’ project in three primary schools whereby each school received fifty XO laptops. The impact of this intervention was investigated after 1.5 years of project implementation. The study reports learners’ and teachers’ generally positive perception of elearning and highlights some challenges. The impact on learners’ social, behavioural and cognitive skills holds promise. The need for continuous professional development and elearning policy to ensure support for teachers is one of the major implications of this study

Alternate systems of education (distance and virtual) : South African trends.

Thesis (D.Ed.) - University of Durban-Westville, 2001It has been well documented (Education and Training White Paper I,II and III) that one of the key challenges facing South African post apartheid education is the need to transform the educational sector that was systematically destroyed by many years of apartheid education. Whilst dealing with the process of transformation, South African education is also expected to deal with many other pressures that beset, at present, educational landscapes world wide. These pressures relate directly to the increased demand for access to higher education with a corresponding reduction in government funding for tertiary education. The massification of higher education has placed great pressure on traditional face to face higher education institutions to provide access to larger numbers of students. Student profiles have also changed considerably in post apartheid South Africa. In the past apartheid policies restricted access to the majority of students consequently there are many adult students who are now beginning to enroll at tertiary institutions to upgrade their expertise and qualifications. South African tertiary institutions see it as their imperative to find innovative ways to make their places of learning more flexible and accommodate students wanting life long learning. Based on the above challenges facing the South African educational landscape, this study investigated the popularity of distance and virtual education as a viable alternate system of learning amongst higher education students in South Africa. The study found that distance education is a very popular choice amongst students who are above 35 years of age. Another finding, was that distance education is popular amongst students pursuing a qualification (diplomas, honours, masters and doctoral degrees) in a variety of professions such as, Computers, Nursing Science, Public Administration, Business Administration, Police Services, Teacher Education, Human Resource Management and Financial Management. While revealing that distance education is a popular choice amongst tertiary students, the study also found that distance education institutions (UNISA and SACOL) provide a very low level of learner support to students. The majority of the students indicate that they are very unhappy about the quality and type of study materials that they receive. They also point out that the format of the study materials is always in the form of correspondence based print materials. These materials are too theoretical, confusing and difficult to understand. In terms of staff support, students felt that staff were not sympathetic to their problems and were always unavailable for consultation. The study also found that the type of feedback students received from staff was not in depth and constructive. In this regard, however, both SACOL and UNISA staff indicate that they do not have adequate time to provide learner support as they have very large classes to contend with, in some instances over 400 students per class. The study reveals that students are unhappy with the fact that their institutions persist with print materials as their primary mode of education delivery. Students overwhelmingly show a preference for multi mediated technologies in their course delivery. On line (Internet) based teaching and learning is high on their priority. It was surprising to find that the majority of students were computer literate. Students indicate that they were self taught in computers as they gained access to it at their place of work. This highlights the point that the work place, is now demanding a new type of worker, namely the knowledge worker. It is for this reason that higher education institutions ought to begin to invest in technology enhanced teaching and learning. In the literature review (chapter two), the study provides a number of advantages of harnessing online education. Perhaps, the most significant advantage of employing computer technology in distance education is that of cost reduction with a commensurate increase in productivity. The literature review also highlights various other potential benefits (personalised education, time and place independence, increased access, etc) to be gained from using online distance education learning systems such as the Internet and Web based applications, etc. In conclusion, the study provides a number of recommendations on how distance education provision could be enhanced in South Africa. Specific recommendations are offered to distance education institutions on strategies that could be employed to increase the quality of learner support and the advantages of employing technology enhanced delivery modes. Recommendations are also offered to the Department of Education (DoE) in terms of revising its policy as outlined in the National Plan on Higher Education (NPHE) with specific reference to distance education provision in South Africa

Keeping the doors of learning open for adult student-workers within higher education

The Freedom Charter of the African National Congress (ANC), the triumphant South African liberation movement, proclaims that ‘the doors of learning shall be open’ for all. Twenty years since coming to power, the doors of the universities are struggling to stay open for adult student-workers. An action research project into implementation of ‘flexible provision’ at one historically black university is described in response to these realities. Rich experiences from lives of working librarian student-workers illustrate the complex issues that confront individuals, workplaces and institutions in implementing innovative pedagogies within a university