The Comparative Effectiveness of Web‐based and Classroom Instruction: A Meta‐analysis

Abstract

Meta‐analytic techniques were used to examine the effectiveness of Web‐based instruction (WBI) relative to classroom instruction (CI) and to examine moderators of the comparative effectiveness of the 2 delivery media. The overall results indicated WBI was 6% more effective than CI for teaching declarative knowledge, the 2 delivery media were equally effective for teaching procedural knowledge, and trainees were equally satisfied with WBI and CI. However, WBI and CI were equally effective for teaching declarative knowledge when the same instructional methods were used to deliver both WBI and CI, suggesting media effects are spurious and supporting Clark's (1983, 1994) theory. Finally, WBI was 19% more effective than CI for teaching declarative knowledge when Web‐based trainees were provided with control, in long courses, and when trainees practiced the training material and received feedback during training. Study limitations and directions for future research are discussed.

Undergraduate Education in Natural Resources and Environmental Sciences: Where are We Going?

“…Overall, results from Bernard et al (2004) and other reviews of the distance education literature (Cavanaugh 2001;Moore 1994) indicate no significant differences in effectiveness between distance education and face-to-face education, suggesting that distance education, when it is the only option available, can successfully replace face-to-face instruction. Findings of a recent meta-analysis of job-related courses comparing Web-based and classroom-based learning (Sitzmann et al 2006) were even more positive. They found online learning to be superior to classroom-based instruction in terms of declarative knowledge outcomes, with the two being equivalent in terms of procedural learning.…”

Correlates of Student Preference for Online Instruction over Face-to-Face Instruction

“…On the other hand, Sitzmann et al (2006) reported that OE teaching is 6% more effective than FTF for teaching declarative knowledge, and Allen et al (2004) reported that OE students slightly outperformed FTF students on exams and course grades.…”

An Analysis of the Effect of a Cyber Home Learning System on Korean Secondary School Students’ English Language Achievement and Attitude

“…Research comparing distance education to traditional face-to-face instruction indicates that studying at a distance can be as effective as traditional instruction for supporting self-study, especially when instructional methods and technologies used are appropriate to the instructional aims, studentto-student interaction, and timely feedback (Bernard et al, 2004;Sitzmann, Kraiger, Stewart, & Wisher, 2006;Verduin & Clark, 1991). Further, online access to programs removes learning from the physical boundaries of schools and into spaces where students can work with materials on their own time and with lessons prepared by experts.…”