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)

Canonical explorations of 'Tel' environments for computer programming

This paper applies a novel technique of canonical gradient analysis, pioneered in ecological sciences, with the aim of exploring student performance and behaviours (such as communication and collaboration) while undertaking formative and summative tasks in technology enhanced learning (TEL) environments for computer programming. The research emphasis is, therefore, on revealing complex patterns, trends, tacit communications and technology interactions associated with a particular type of learning environment, rather than the testing of discrete hypotheses. The study is based on observations of first year programming modules in BSc Computing and closely related joint-honours with software engineering, web and game development courses. This research extends earlier work, and evaluates the suitability of canonical approaches for exploring complex dimensional gradients represented by multivariate and technology-enhanced learning environments. The advancements represented here are: (1) an extended context, beyond the use of the ‘Ceebot’ learning platform, to include learning-achievement following advanced instruction using an industrystandard integrated development environment, or IDE, for engineering software; and (2) longitudinal comparison of consistency of findings across cohort years. Direct findings (from analyses based on code tests, module assessment and questionnaire surveys) reveal overall engagement with and high acceptance of collaborative working and of the TEL environments used, but an inconsistent relationship between deeply learned programming skills and module performance. The paper also discusses research findings in the contexts of established and emerging teaching practices for computer programming, as well as government policies and commercial requirements for improved capacity in computer-science related industries

Towards developing a collaborative video platform for learning

The work presented in this paper outlines issues relating to the development of a collaborative video platform for learning. Student adoption of collaborative and video technology is increasing dramatically, becoming part of their everyday lives. The aim of this paper is to propose a system and framework for the successful integration of these technologies into teaching and learning. At the outset we assess current trends and previous research, using these findings to inform the development of a new platform. System specifications are then presented with specific needs identified for students and educators. Finally our tentative framework for a integrating a collaborative video platform for learning is presented

Course Quality and Hosting Platforms: Implications for Massively Open Online Course (MOOC) Design and Delivery

Massive open online courses (MOOCs) began as an experiment in connectivist learning in 2008 (Downes, 2012). While the number of MOOCs offered has risen, as has the number of universities offering MOOCs (Brown, Costello, Donkon, & Giolla-Mhichill, 2015), perceptions of the quality of MOOCs have been mixed (Bali, 2014; Peterson, 2014). From a perspective of Merrill’s first principles of instruction (2013), this qualitative study examined MOOC delivery platforms to determine what learning platforms and what specific characteristics may best promote and sustain MOOC quality. MOOCs selected for this study include those offered in English, open to anyone with Internet access, from accredited institutions of higher education

Open Educational Content for Digital Public Libraries

If the production of digital content for teaching -- particularly free content -- is to expand substantially, there must be mechanisms to establish a link to fame and fortune that was not perceived in a pre-digital world. How that might be done is the central question this report addresses, in the context of examining the movement for open educational content. Understanding that movement requires delving into the history of what may seem, on first pass, a totally unrelated field of endeavor. The reader's patience is requested....

An active learning and training environment for database programming

Active learning facilitated through interactive, self-controlled learning environments differs substantially from traditional instructor-oriented, classroom-based teaching. We present a tool for database programming that integrates knowledge learning and skills training. How these tools are used most effectively is still an open question. Therefore, we discuss analysis and evaluation of these Web-based environments focusing on different aspects of learning behaviour and tool usage. Motivation, acceptance of the learning approach, learning organisation and actual tool usage are aspects of behaviour that require different techniques to be used

Digital Educational Modules Development For The Career and Technical Cybersecurity Pathways During the COVID-19 Pandemic

Virtual learning has been used now for several decades, but it has never had a bigger impact on student learning than in the era of the COVID-19 pandemic. Universities and schools faced shutdowns all around the world, and teachers had to adapt rapidly to online mode of instruction. Many educators were faced with a triage approach with no previous experience in distance learning, a lack of resources for professional development, and already existing shortages of current educational modules that could assist them in their day-to-day jobs. This gap was especially evident in areas such as career and technical education (CTE) in which there was a gap in the training and educational materials available for K-12 teachers in emerging technology fields such as computer science and cybersecurity. These problems are related to various issues, such as the lack of teacher preparation, constant changes in technology, curriculum and educational framework developments led by the various institutions dictating the nature of education, and moreover, the vast growth in the demand for such instruction, which presents challenges in meeting those growing demands. In this paper, the authors present one curriculum development effort for CTE high school programs focused on computer science and cybersecurity via a grant by the Perkins Innovation Project funded by the U.S. Department of Education and supported by engineering technology, electrical engineering, and industrial technology educators

Integrating Technology With Student-Centered Learning

Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications