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.¶
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? Online learning appeared effective for undergraduates (mean effect +0.35, p < .001) and graduate students/professionals (+0.17, p < .05); the mean effect size was not significant for the seven K–12 contrasts, and the test for learner type as a moderator variable was nonsignificant. → 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
Learner-type moderator analysis across the 51 contrasts; the K–12 subset comprised seven contrasts from five studies. Of the K–12 contrasts, three favored blended conditions significantly, one favored face-to-face significantly, and three did not attain significance.
"Online learning appeared to be an effective option for both undergraduates (mean effect of +0.35, p < .001) and for graduate students and professionals (+0.17, p < .05) in a wide range of academic and professional studies. Though positive, the mean effect size is not significant for the seven contrasts involving K–12 students"
Discussion¶
Related Claims¶
- 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. — related
- A systematic search found almost no rigorous studies contrasting online and face-to-face instruction for K–12 students: none with computable effect sizes through 2006, and only five meeting meta-analysis criteria through July 2008. — 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. — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
learner-type-moderator-nonsignificant-k12-null |
title |
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. |
description |
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. |
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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