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).¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q3 · i1 small
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Across 51 independent effect sizes from experimental or controlled quasi-experimental studies, mean student learning outcomes favored online conditions over face-to-face instruction, with an average effect size of +0.24, statistically significant at p < .01. → 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 · i1 · quant-synthesis · r2

Meta-analysis of 51 independent effect sizes from studies with random-assignment or controlled quasi-experimental designs and objective learning measures; the pooled mean difference was significant at p < .01, with an "average effect size of +0.24 favoring online conditions."

"Learning outcomes for students who engaged in online learning exceeded those of students receiving face-to-face instruction, with an average effect size of +0.24 favoring online conditions."

Means 2009 (2)¶

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

The meta-analysis reports the pooled mean difference across the 51 contrasts as "statistically significant at the p < .01 level"; no standardized effect size beyond the +0.24 mean is printed for this test.

"The mean difference between online and face-to-face conditions across the 51 contrasts is statistically significant at the p < .01 level."

Discussion¶

Related Claims¶

• 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.
• Blended Learning Improves Outcomes — 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
• Effect sizes were larger in studies where online and face-to-face conditions differed in curriculum materials and instructional approach (+0.42) than where curriculum and instruction were nearly identical (+0.20; Q = 5.40, p < .05). — related