The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature

Abstract

Background/Context Earlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcomes. Now that web-based learning has emerged as a major trend in both K–12 and higher education, the relative efficacy of online and face-to-face instruction needs to be revisited. The increased capabilities of web-based applications and collaboration technologies and the rise of blended learning models combining web-based and face-to-face classroom instruction have raised expectations for the effectiveness of online learning. Purpose/Objective/Research Question/Focus of Study This meta-analysis was designed to produce a statistical synthesis of studies contrasting learning outcomes for either fully online or blended learning conditions with those of face-to-face classroom instruction. Population/Participants/Subjects The types of learners in the meta-analysis studies were about evenly split between students in college or earlier years of education and learners in graduate programs or professional training. The average learner age in a study ranged from 13 to 44. Intervention/Program/Practice The meta-analysis was conducted on 50 effects found in 45 studies contrasting a fully or partially online condition with a fully face-to-face instructional condition. Length of instruction varied across studies and exceeded one month in the majority of them. Research Design The meta-analysis corpus consisted of (1) experimental studies using random assignment and (2) quasi-experiments with statistical control for preexisting group differences. An effect size was calculated or estimated for each contrast, and average effect sizes were computed for fully online learning and for blended learning. A coding scheme was applied to classify each study in terms of a set of conditions, practices, and methodological variables. Findings/Results The meta-analysis found that, on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction. The advantage over face-to-face classes was significant in those studies contrasting blended learning with traditional face-to-face instruction but not in those studies contrasting purely online with face-to-face conditions. Conclusions/Recommendations Studies using blended learning also tended to involve additional learning time, instructional resources, and course elements that encourage interactions among learners. This confounding leaves open the possibility that one or all of these other practice variables contributed to the particularly positive outcomes for blended learning. Further research and development on different blended learning models is warranted. Experimental research testing design principles for blending online and face-to-face instruction for different kinds of learners is needed.

Blended Learning as a Developmental Model Strategy of Teaching and Learning in Islamic Universities in Indonesia

“…Moreover, this part of the study is limited to just investigating students' perception, but not focusing on how they perform the subjects learned. Just like the findings from Means et al (2013) which indicated that students perform better achievement during online learning rather than offline learning. This might be a reference for further research that investigating what the students like and dislike is as important as analysing students' learning performance.…”

Development of Blended-Learning-Based Semester Credit System Implementation Model to Improve Learning Service

“…In longitudinal research, it has been proven that the use of technology in combining models of curriculum material presentation can significantly improve student learning outcomes. In 23 long-term studies conducted by the US Department of Education, it was found that blended learning improved learning outcomes more than the face-to-face model itself [4]. Thus, it can be concluded that the blended learning presentation system is used for four reasons, namely, (a) adapting to the needs of students, (b) increasing the level of communication more productively, (c) saving on the average cost of providing education per student, and (d) improving learning outcomes.…”

State of States: Landscape of University-Based Pathways to the Principalship

“…Studies have garnered mixed results regarding online learning's efficacy. Although some studies show FOL (Means et al, 2013;Mullen, 2019) and hybrid (Korach & Agans, 2011;Means et al, 2013) modes can be as or more effective than F2F learning, other studies have found that some students do not do as well in an online format (e.g., Bettinger et al, 2017;Figlio et al, 2013). There is some indication that the effectiveness of different modalities may differ by race and prior academic performance.…”