A very interesting study of online learning draws conclusions from a whole range of research undertaken over a period of time in the US. It’s easy to say that because it’s a US study then it is not relevant to UK education but consider this – the use of online learning in schools is increasing due to the Harnessing Technology strategy so maybe there is some relevance that cannot be ignored.
Becta says,
“Evaluation of Evidence-Based Practices in Online Learning -A thorough US Government report comparing results from e-learning and traditional learning…
A Meta-Analysis and Review of Online Learning Studies
A thorough US Government report comparing results from e-learning and traditional learning, mainly in non-school based studies. Systematic search of the research literature from 1996 to July 2008 identified more than a thousand empirical studies of online learning. The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction. The student outcomes were even better with blended online and face-to-face learning, but these blended conditions often included additional learning time.”
Two findings in the report are of particular interest.
“How does the effectiveness of online learning compare with that of face to-face instruction? Looking only at the 28 Category 1 effects that compared a purely online condition with face-to-face instruction, analysts found a mean effect of +0.14, p < .05. This finding is more positive than those of previous summaries of distance learning (generally from pre-Internet studies), most of which concluded that learning at a distance is as effective as classroom instruction but no better.”
“Does supplementing face-to-face instruction with online instruction enhance learning? For the 23 Category 2 contrasts that compared blended conditions of online plus face-to-face learning with face-to-face instruction alone, the mean effect size of +0.35 was significant (p < .0001). Blends of online and face-to-face instruction, on average, had stronger learning outcomes than did face-to-face instruction alone.”
These findings suggest that there has been a shift for users now that the use of online learning materials is becoming relatively normal practice. In the past users of distance learning systems relying on non-internet distance learning found their learning was as effective as classroom instruction but no better. The influence of online learning practices on the effectiveness of learning appears to be positive, suggesting that it is marginally more effective than class room based learning. That is not to say that class room based learning is becoming less effective. I suspect that online learning is reaching those learners who find classroom based learning less effective than others.
The second finding confirms that blending online learning practice with face-to-face classroom experience produces stronger learning outcomes suggesting that teachers in schools could expect more effective learning if they developed their practice and pedagogy to include opportunities for online learning alongside their classroom based work.
Food for thought?
A full copy of the report can be downloaded here -> Evaluation of Evidence-Based Practices in Online Learning
