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Online Education and Curriculum Proven More Effective Than Traditional In Person Live Face Class room. Statistics Speak for Themselves.
| Don't Believe me, well check some of this undeniable proof out. I write more based on this below the referenced article, so read on.
 | | The Dream Begins Here, With You. Take Action, Make it Come True. C-L-I-C-K On The Above Image and Make it Reality. |
U.S. Department of Education. (2010). Evaluation of Evidence
-
Based Practices in Online
Learning: A Meta
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Analysis and Review of Online Learning Studies.
A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that
a) contrasted an online to a face to face condition, b) measured student learning outcomes, c) used a rigorous research design, and d) provided adequate information to calculate an effect
size.
Earlier studies of distance learning concluded that these technologies were not significantly different from regular classroom learning in terms of effectiveness. Policymakers reasoned that if online instruction is no worse than traditional instruction in terms of student outcomes, then online education initiatives could be justified on the basis of cost efficiency or need to provide
access to learners in settings where face to face instruction is not feasible.
Moreover, with the advances in Web-based and collaborative technologies which are a far cry
from earlier distance education applications, Policy makers and practitioners want to know
about the effectiveness of Internet based, interactive online learning approaches and need
information about the conditions under which online learning is effective.
Key findings:
-Students who took all or part of their course online performed better, on average, than
those taking the same course through traditional face toface instruction.
-Effect sizes were larger for studies in which the online instruction was collaborative or
instructor directed than in those studies where online learners worked independently.
-Most of the variations in the way in which different studies implemented online learning
did not affect student learning outcomes significantly.
-The effectiveness of online learning approaches appears quite broad across different
content and learner types. A further review of experimental and quasi
experimental studies that contrasted different types of online learning practices found the following:
-When a study contrasts blended and purely online conditions, student learning is usually
comparable across the two.
-Elements such as video or online quizzes do not appear to influence the amount that
students learn in online classes.
-Online learning can be enhanced by giving learners control of their interactions with
media and prompting learner reflection.
-When groups of students are learning together online, support mechanisms such as
guiding questions generally influence the way students interact, but not the amount they learn.
Shachar M.,& Neumann, Y., (2010). Twenty Years of Research on the
Academic Performance Differences Between
Traditional and Distance Learning: Summative Meta
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Analysis and Trend Examination,
MERLOT Journal of Online Learning and Teaching
, Vol.
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Critics of online learning claim that students are exposed to an inferior education when compared to traditional in-class instruction, but a recent study from Ithaka S+R, a strategic consulting and research nonprofit, questions this notion.
The report, "Interactive Learning Online at Public Universities: Evidence from Randomized Trials," notes that students who utilize interactive online learning-or hybrid learning-produce equivalent, or better, results than students participating in face-to-face education.
Monitoring 605 college students taking the same introductory statistics course at six public universities-including the University at Albany-SUNY, SUNY Institute of Technology-Utica/Rome, the University of Maryland-Baltimore County, Towson University, CUNY-Baruch College, and CUNY-City College-during fall 2011, researchers split the students into two groups. One group completed the course in a traditional format, while the second group completed an online component complemented with an hour of in-class instruction each week.
Students were asked to complete a series of tests before and after the course, and researchers found that "hybrid-format students did perform slightly better than traditional format students" on outcomes including final exam scores and overall course pass rates, according to the report.
The report's authors note that while the students who participated in the hybrid group performed marginally better than students in the traditional group overall, the differences in learning outcomes are not "statistically significant" between the two groups. And although the researchers were able to successfully randomize students in both groups, based on factors including age, gender, ethnicity, academic background, and family income, they could not control for differences in teacher quality.
Students learn more from active discussions than from traditional lectures, and they need instructors who can engage them in the material, notes Diane Johnson, assistant director of faculty services at the Center for Online Learning at Florida's St. Leo University, who has spent more than 12 years teaching online, traditional, and hybrid courses.
"Teacher quality is still a very important part of success in an online course, but so, too, is the course design," Johnson says. "Despite the delivery mechanism of the class, faculty members need to show students they care and that they aren't just a number. The ones that do this will help students to learn."
With universities facing shrinking budgets, this report may make the case for higher education professionals to consider plans to implement more courses with an online component-and to train faculty members to lead these interactive learning communities.
"Online learning ... holds the promise of broadening access to higher education to more individuals, while also lowering costs for students," notes Deanna Marcum, managing director of Ithaka S+R, in the report's preface. "The results of this study are remarkable; they show comparable learning outcomes for this basic [statistics] course, with a promise of cost savings and productivity gains over time."
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