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)

Lessons from Five Years of Funding Digital Coursework, Executive Summary

As the Bill & Melinda Gates Foundation's Postsecondary Success strategy enters its fifth year of learning technology investments, it is a good time to take stock of what has been learned and to draw implications for future investments. The foundation asked SRI Education to review the major courseware-related projects in the Postsecondary Success portfolio and provide an independent synthesis of findings.The foundation identified the 12 major postsecondary courseware-related projects in Exhibit 1 as sufficiently completed to contribute to SRI's review. Three of the projects were actually sets of multiple grants or subgrants addressing a common goal. In total, the courseware investments reviewed by SRI involved 137 courses and represented approximately 90% of the foundation's financial investment in postsecondary courseware over the last five years.Primary data sources for this synthesis and review were final and interim reports submitted by the 12 projects and their subgrantees, interviews with principal investigators, and project-related research articles and additional data provided in response to SRI's request. Proposals, RFPs (requests for proposals), and project websites provided additional background information.SRI analyzed the features of the 137 different courses developed or evaluated through these projects and performed a quantitative meta-analysis of student outcomes for those projects that provided the data needed to estimate the impact of the project's courseware.It is important to keep in mind that this review reflects a window in time. Technology advances rapidly, and product features and approaches that are commonplace today were either just emerging or even unheard of in 2009 when the first of the grants reviewed here was awarded. To take a prominent example, MOOCs (massive open online courses) as they are known today did not really arrive on the scene until 2012, and the MOOCs that were the products of some of the Postsecondary Success grants reviewed here were using early versions of MOOC platforms that have since been revised

Bridging Theory and Measurement of Student Engagement

Learner engagement is well-established as critical for learning online. Professional development for online instructors emphasizes techniques for engaging students, and learning technology products tout features intended to promote engagement (e.g., adaptive content, video, gamification). But the influence of particular instructor practices and of particular learning technology features on theory-based aspects of student engagement is infrequently tested empirically, and even more rarely with Black, Latine, and low-income students, who are more likely to face barriers to learning online. This paper first provides a research-based theoretical model of affective engagement developed in conjunction with ongoing studies of blended learning implementations of courseware designed to enhance learning and engagement among historically and systemically marginalized students. Next, the paper describes development of survey-based measures of four components of affective engagement and the use of responses from over 850 students in introductory statistics courses to evaluate the reliability and factor structure of those measures. We conclude with implications for use of the engagement measures in future improvement-oriented research and practice

Teaching and Learning in the Time of COVID: The Student Perspective

This article describes findings from the Survey of Student Perceptions of Remote Teaching and Learning, which was administered to a random national sample of 1,008 U.S. undergraduates taking for-credit college courses that began with in-person classes and shifted to remote instruction in spring 2020. Course satisfaction levels were much lower after courses moved online, and students recounted an array of barriers to their continued learning. More than 1 in 6 students experienced frequent internet connectivity issues and/or hardware and software problems severe enough to interfere with their ability to continue learning in their courses. Students from all backgrounds struggled to stay motivated and missed getting immediate instructor feedback and collaborating with their fellow students. Students of color and students from lower-income households experienced more challenges than did non-Hispanic White students and students from higher-income households. However, even with the challenges of an unplanned shift to remote learning, a majority of students were at least somewhat satisfied with their learning in the course after COVID, and satisfaction was higher for those courses using more of the practices recommended for effective online instruction.

Black Women Survive Breast Cancer with Community-Based Care

PURPOSE Community-based breast cancer support agencies who address non-medical, social determinants of health needs that serve as barriers to maximizing breast health outcomes may play a vital role in mitigating breast cancer mortality. They share a common emphasis on addressing social, economic, and psychological needs of breast cancer survivors and those at risk of breast cancer. This paper is third in a series of papers exploring why the rate of breast cancer mortality is two times higher for African American women than white women in Memphis. We sought insights from community-based breast cancer support agencies because they have a close-up view of circumstances and decision-making among women at risk of and surviving breast cancer, and a close view of primary care, surgical, and insurance environments impacting these women. METHODS For this qualitative descriptive research study, data were collected using semi-structured in-depth focus groups with five breast cancer support agencies in Memphis. Categories and patterns were established using thematic analysis and a deductive a priori template of codes. RESULTS The main themes identified within support agencies were barriers to the use of services, education, health system support, and emotional support. Numerous sub themes included medication costs, support group supplemental programming, eligibility for mobile services, patient/provider communication, optimism, and family advice. Procrastinating, fearfulness, insurance, childcare, and transportation were barriers to care. Support agencies noted that one unique barrier that African American women who live in underserved areas of Memphis face in maintaining breast health is poor physician’s office management; in fragmented health care systems, information and patients can be lost to follow-up. DISCUSSION/CONCLUSIONS Community-based breast cancer support agencies, who focus on social determinants of health, play a critical role as connectors for women with breast cancer who live in medically underserved areas and must find their way within a fragmented medical system. GRANT SUPPORT This research was funded by the Tennessee Department of Health, grant number A17-1251

The Impact of COVID-19 and “Emergency Remote Teaching” on the UK Computer Science Education Community

The COVID-19 pandemic has imposed "emergency remote teaching" across education globally, leading to the closure of institutions across a variety of settings, from early-years through to higher education. This paper looks specifically at the impact of these changes to those teaching the discipline of computer science in the UK. Drawing on the quantitative and qualitative findings from a large- scale survey of the educational workforce (N=2,197) conducted in the immediate aftermath of institutional closures in March 2020 and the shift to online delivery, we report how those teaching computer science in various UK settings (n=214) show significantly more positive attitudes towards the move to online learning, teaching and assessment than those working in other disciplines; these perceptions were consistent across schools, colleges and higher education institutions. However, whilst practitioners noted the opportunities of these changes for their respective sector — especially a renewed focus on the importance of digital skills — they raised a number of generalisable concerns on the impact of this shift to online on their roles, their institutions and their sectors as a whole; for example, the impact on workload, effective pedagogy and job fragility. More specifically for computer science practitioners, curricula and qualifications, there were concerns raised regarding the ability to meaningfully deliver certain core topics such as mathematical foundations and programming, as well as the impact on various types of formal examinations and assessment. Based on the data obtained from this rapid response survey, we offer informed commentary, evaluation and recommendations for emerging learning and teaching policy and practice in the UK computer science community as we move into the 2020-2021 academic year and beyond

Enhanced Magnetic Anisotropy of Mn12-acetate

Thin films of the Single Molecule Magnet (Mn12-acetate) have been fabricated on a Si-substrate by the Dip-and-Dry method, a simple and robust technique. Atomic force microscopy and X-ray photoelectron spectroscopy characterizations reveal that homogeneous, thin films of a few molecular layers with smoothness at the molecular level are deposited. Significant changes in magnetic properties of Mn12-acetate exposed to the same solvent were observed in zero-field-cooled and field-cooled magnetization, as well as ac-susceptibility measurements. The blocking temperature was found to increase to TB > 10 K at low magnetic fields, indicating an enhanced magnetic anisotropy.Comment: 14 pages, 4 figure

It is Time for Zero Tolerance for Sexual Harassment in Academic Medicine

While there are more women in leadership positions in academic medicine now than ever before in our history, evidence from recent surveys of women and from graduating medical students demonstrates that sexual harassment continues in our institutions. Our ability to change the culture is hampered by fear of reporting episodes of harassment, which is largely due to fear of retaliation. We describe some efforts in scientific societies that are addressing this and working to establish safe environments at national meetings. We must also work at the level of each institution to make it safe for individuals to come forward, to provide training for victims and for bystanders, and to abolish locker room talk that is demeaning to women

Vitamin A deficiency and inflammatory markers among preschool children in the Republic of the Marshall Islands

BACKGROUND: The exclusion of individuals with elevated acute phase proteins has been advocated in order to improve prevalence estimates of vitamin A deficiency in surveys, but it is unclear whether this will lead to sampling bias. The purpose of the study was to determine whether the exclusion of individuals with elevated acute phase proteins is associated with sampling bias and to characterize inflammation in children with night blindness. METHODS: In a survey in the Republic of the Marshall Islands involving 281 children, aged 1–5 years, serum retinol, C-reactive protein (CRP), and α(1)-acid glycoprotein (AGP) were measured. RESULTS: Of 281 children, 24 (8.5%) had night blindness and 165 (58.7%) had serum retinol <0.70 μmol/L. Of 248 children with AGP and CRP measurements, 123 (49.6%) had elevated acute phase proteins (CRP >5 mg/L and/or AGP >1000 mg/L). Among children with and without night blindness, the proportion with serum retinol <0.70 μmol/L was 79.2% and 56.8% (P = 0.03) and with anemia was 58.3% and 35.7% (P = 0.029), respectively. The proportion of children with serum retinol <0.70 μmol/L was 52.0% after excluding children with elevated acute phase proteins. Among children with and without elevated acute phase proteins, mean age was 2.8 vs 3.2 years (P = 0.016), the proportion of boys was 43.1% vs. 54.3% (P = 0.075), with no hospitalizations in the last year was 11.0% vs 23.6% (P = 0.024), and with anemia was 43.8% vs 31.7% (P = 0.05), respectively. CONCLUSIONS: Exclusion of children with inflammation in this survey of vitamin A deficiency does not improve prevalence estimates for vitamin A deficiency and instead leads to sampling bias for variables such as age, gender, anemia, and hospitalization history

A perturbation-based balance training program for older adults: study protocol for a randomised controlled trial

<p>Abstract</p> <p>Background</p> <p>Previous research investigating exercise as a means of falls prevention in older adults has shown mixed results. Lack of specificity of the intervention may be an important factor contributing to negative results. Change-in-support (CIS) balance reactions, which involve very rapid stepping or grasping movements of the limbs, play a critical role in preventing falls; hence, a training program that improves ability to execute effective CIS reactions could potentially have a profound effect in reducing risk of falling. This paper describes: 1) the development of a perturbation-based balance training program that targets specific previously-reported age-related impairments in CIS reactions, and 2) a study protocol to evaluate the efficacy of this new training program.</p> <p>Methods/Design</p> <p>The training program involves use of unpredictable, multi-directional moving-platform perturbations to evoke stepping and grasping reactions. Perturbation magnitude is gradually increased over the course of the 6-week program, and concurrent cognitive and movement tasks are included during later sessions. The program was developed in accordance with well-established principles of motor learning, such as individualisation, specificity, overload, adaptation-progression and variability. Specific goals are to reduce the frequency of multiple-step responses, reduce the frequency of collisions between the stepping foot and stance leg, and increase the speed of grasping reactions. A randomised control trial will be performed to evaluate the efficacy of the training program. A total of 30 community-dwelling older adults (age 64–80) with a recent history of instability or falling will be assigned to either the perturbation-based training or a control group (flexibility/relaxation training), using a stratified randomisation that controls for gender, age and baseline stepping/grasping performance. CIS reactions will be tested immediately before and after the six weeks of training, using platform perturbations as well as a distinctly different method of perturbation (waist pulls) in order to evaluate the generalisability of the training effects.</p> <p>Discussion</p> <p>This study will determine whether perturbation-based balance training can help to reverse specific age-related impairments in balance-recovery reactions. These results will help to guide the development of more effective falls prevention programs, which may ultimately lead to reduced health-care costs and enhanced mobility, independence and quality of life.</p