This article uses meta-analysis to summarize the quantitative literature comparing the performance of students in distance education versus traditional classes. The average effect (average r=.048, k= 39, N= 71,731) demonstrates that distance education course students slightly outperformed traditional students on exams and course grades. The average effect was heterogeneous, and the examination of several moderating features (presence or absence of simultaneous interaction, type of channel used in distance education, and course substance) failed to produce a homogeneous solution. The results demonstrate, however, no clear decline in educational effectiveness when using distance education technology.
Allen, M., Mabry, E., Mattrey, M., Bourhis, J., Titsworth, S., & Burrell, N. (2004). Evaluating the effectiveness of distance learning: A comparison using meta-analysis. Journal of Communication, 54, 402-420.
|Links to Article||https://s3.amazonaws.com/academia.edu.documents/42650891/Evaluating_the_Effectiveness_of_Distance20160213-7352-1dio1ye.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1527032517&Signature=WHqyGdVzNJXuPrh%2FCLIwV9tqk5k%3D&response-content-disposition=inline%3B%20filename%3DEvaluating_the_Effectiveness_of_Distance.pdf
|Publication Type||Journal Article|
|In Publication||Journal of Communication|
|Type of Research||Quantitative|
|Intervention/Areas of Study||Course design|
|Level of Analysis||Student-level|
|Specific Populations Examined||Undergraduates|
|Specific Institutional Characteristics of Interest|
|Specific Course or Program Characteristics|
|Outcome Variables of Interest||Academic achievement or performance, including assessment scores and course grades|
|Student Sample Size|