What Makes the Difference? A Practical Analysis of Research on the Effectiveness of Distance Education

Zhao, Yong; Lei, Jing; Yan, Bo; Lai, Chun; Tan, Hueyshan Sophia

doi:10.1111/j.1467-9620.2005.00544.x

Cited by 419 publications

(278 citation statements)

References 49 publications

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“…A meta-analysis research by Zhao, et al (2005) found that the instructor's involvement was the most significant factor in interactions between the teacher and students. However, the present research indicates that student-content interaction makes the highest contribution to the e-learning interactions.…”

Section: E-learning Interactions and Students' Academic Achievementmentioning

confidence: 99%

E-learning interactions, information technology self efficacy and student achievement at the University of Sharjah, UAE

Abulibdeh

Hassan

2011

AJET

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The purpose for this study is to validate a model of student interactions (studentcontent, student-instructor and student-student interactions and vicarious interaction), information technology self efficacy and student achievement. Investigation of the relationships was undertaken with structural equation modeling analyses, in a study with 250 undergraduate students providing 231 responses for the final analyses. Adopting a framework from Moore (1989) and Devries (1996) on e-learning interactions and Bandura (1997) on self efficacy, this study has found that student interactions can be predictors of student achievement. However, self-efficacy can only promote student achievement via student interactions in an e-learning environment. Although the hypothesised model showed an overall fit, it was further re-specified due to non significant relationships between IT self efficacy and student achievement.

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Section: E-learning Interactions and Students' Academic Achievementmentioning

confidence: 99%

E-learning interactions, information technology self efficacy and student achievement at the University of Sharjah, UAE

Abulibdeh

Hassan

2011

AJET

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“…The authors also discovered that the distance-learning situations inclined to have further encouraging results when computer-mediated interactions were available. Advantages of mixed learning (a combination of some features of face-to-face and online learning) over completely online learning were discovered by Zhao et al (2005). It was discovered by Zhao et al that the involvement of teacher plays the role of a powerful arbitrating variable.…”

Section: Medium Of Deliverymentioning

confidence: 99%

Desirable Characteristics of an Ideal Online Learning Environment

Meylani¹,

Bitter²,

Legacy³

2015

JESR

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“…Among these, the foremost concerns are student experience and the quality of online education (Zhao, Lei, Yan, Lai, & Tan, 2005). In an online educational context, instructors tend to monitor student learning less, due to the lack of in-class interactions and no face-to-face meetings.…”

Section: Experience and Learning In Distance Educationmentioning

confidence: 99%

“…Meta-analysis has become an effective way to synthesize the findings on learning outcomes of distance education. Zhao et al (2005) conducted a meta-analysis investigating the effectiveness of distance education. They reviewed 8,840…”

Section: Experience and Learning In Distance Educationmentioning

confidence: 99%

Examining American Post‐secondary Education

Liu

2011

ETS Research Report Series

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The purpose of this report is to identify the most prominent issues in U.S. higher education and to develop strategic research plans to address the issues that are most relevant to ETS's capabilities in measurement and assessment through the ETS's higher education research initiative. In the United States, issues related to higher education such as improved performance and effective accountability have received unprecedented attention from stakeholders at many levels. At the national level, President Obama has set forth an ambitious agenda for American postsecondary education such that by 2020, the United States should once again have the largest concentration of citizens with a postsecondary degree. At the corporate level, ETS, as the world's largest educational research and testing organization, is ready to move beyond testing program‐based research in higher education and has the capability to deal with some of the most thorny issues in higher education. By strategically expanding post‐secondary research, ETS will establish itself as a pioneer and thought leader in the field of higher education. The first part of the research report identifies four key issues existing in American higher education: enrollment and performance, retention and degree attainment, student learning and experience, and learning outcomes and accountability. The second part of the research report develops an ETS research agenda with short‐term and long‐term plans to address these issues. The agenda specifies short‐term and long‐term research goals that are specific, attainable, and measurable. Research findings from the studies proposed in this agenda have a potential for advancing understanding of the current situation and future needs of American higher education and also contributing to enhanced student learning at postsecondary institutions. Reaffirming and strengthening American higher education is critical to this country's success in the 21st century.

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What Makes the Difference? A Practical Analysis of Research on the Effectiveness of Distance Education

Cited by 419 publications

References 49 publications

E-learning interactions, information technology self efficacy and student achievement at the University of Sharjah, UAE

E-learning interactions, information technology self efficacy and student achievement at the University of Sharjah, UAE

Desirable Characteristics of an Ideal Online Learning Environment

Examining American Post‐secondary Education

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