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.¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Experimental and quasi-experimental studies contrasting variants of online learning generally found blended and purely online conditions produced similar outcomes, and elements such as video or online quizzes did not appear to influence learning. → 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

q2 · i? · review · r3

Narrative synthesis of experimental and quasi-experimental studies contrasting different versions of online learning (77 studies without a face-to-face condition were set aside for this synthesis; five involved K–12 learners). The synthesis reports student learning is "usually comparable across the two conditions."

"Blended and purely online learning conditions implemented within a single study generally result in similar student learning outcomes. When a study contrasts blended and purely online conditions, student learning is usually comparable across the two conditions."

Discussion¶

Related Claims¶

• Students in online learning conditions performed better on average than those receiving face-to-face instruction (mean effect size +0.24, p < .01, across 51 contrasts).
• 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. — reports the opposite
• Blended online-plus-face-to-face instruction showed a larger advantage over face-to-face instruction (+0.35, p < .001) than purely online instruction did (+0.14, p < .05). — related
• Repeated practice and blended learning showed no advantage in RCR course effectiveness, failing to replicate prior review findings — 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
• 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