Of 13 online learning practice variables examined, only use of a blended approach and expanded time on task significantly influenced effectiveness; the other 11 did not.¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Analysts examined 13 online learning practices as potential moderators; only (a) blended rather than purely online approach and (b) expansion of time on task for online learners were statistically significant influences, while the other 11 practice variables did not affect student learning significantly. → Means 2009
Evidence¶
Means 2009¶
Means, Toyama, Murphy, Bakia, & Jones. (2009). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. U.S. Department of Education. https://www.ed.gov/about/offices/list/opepd/ppss/reports.html
q3 · i? · quant-synthesis · r2
Moderator analyses within the meta-analysis testing 13 online learning practices against the 51 contrasts. No effect sizes are printed for the individual nonsignificant practice variables, so impact is unquantified here.
"Of those variables, (a) the use of a blended rather than a purely online approach and (b) the expansion of time on task for online learners were the only statistically significant influences on effectiveness. The other 11 online learning practice variables that were analyzed did not affect student learning significantly."
Discussion¶
Related Claims¶
- Online learning effectiveness was broadly positive across content areas and learner types, but the mean effect was not significant for the seven K–12 contrasts and the learner-type moderator test was nonsignificant. — related
- In the narrative synthesis, blended and purely online conditions within a single study generally produced similar learning outcomes, and media elements such as video or online quizzes did not appear to influence learning. — reports the opposite
- Task motivation and time on task are proposed as factors potentially influencing SRL intervention effectiveness — related
- Blended Learning Improves Outcomes — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
eleven-of-thirteen-practice-variables-nonsignificant |
title |
Of 13 online learning practice variables examined, only use of a blended approach and expanded time on task significantly influenced effectiveness; the other 11 did not. |
description |
Of 13 online learning practice variables examined, only use of a blended approach and expanded time on task significantly influenced effectiveness; the other 11 did not. |
status |
review |
evidence_strength |
weak |
newest_evidence |
2009 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — means-2009 |
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