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Papers on “online learning academic outcomes effectiveness”

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1. Academic outcomes of flipped classroom learning: a meta‐analysis

   Kuo-Su Chen, Lynn Valerie Monrouxe, Yi‐Hsuan Lu, et al. · 2018 · Medical Education · 348 cites

   CONTEXT: The flipped classroom (FC), reversing lecture and homework elements of a course, is popular in medical education. The FC uses technology-enhanced pre-class learning to transmit knowledge, incorporating in-class interaction to enhance higher cognitive learning. However, the FC model is expensive and research on its effectiveness remains inconclusive. The aim of this study was to compare the efficacy of the FC model over traditional lecture-based (LB) learning by meta-analysis. METHODS: We systematically searched MEDLINE, PubMed, ERIC, CINAHL, EMBASE, reference lists and Association for Medical Education in Europe (AMEE) conference books. Controlled trials comparing academic outcomes

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2. Comparing the Effectiveness of Online Learning Approaches on CS1 Learning Outcomes

   Michael Jongseon Lee, Amy J. Ko · 2015 · 109 cites

   People are increasingly turning to online resources to learn to code. However, despite their prevalence, it is still unclear how successful these resources are at teaching CS1 programming concepts. Using a pretest-posttest study design, we measured the performance of 60 novices before and after they used one of the following, randomly assigned learning activities: 1) complete a Python course on a website called Codecademy, 2) play through and finish a debugging game called Gidget, or 3) use Gidget's puzzle designer to write programs from scratch. The pre- and post-test exams consisted of 24 multiple choice questions that were selected and validated based on data from 1,494 crowdsourced respo

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3. The Costs of Online Learning: Examining Differences in Motivation and Academic Outcomes in Online and Face-to-Face Community College Developmental Mathematics Courses

   Michelle K. Francis, Stephanie V. Wormington, Chris S. Hulleman · 2019 · Frontiers in Psychology · 96 cites

   Although online courses are becoming increasingly popular in higher education, evidence is inconclusive regarding whether online students are likely to be academically successful, and what might account for differences in academic outcomes. In this study, we documented online and face-to-face students’ outcomes in community college mathematics courses, and whether differential outcomes could be explained as a function of students’ motivation or student characteristics (i.e., gender, underrepresented ethnic/racial minority status, first-generation college status, and adult learner status). Over 2,400 developmental mathematics students reported on their math motivation and perceptions of instr

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4. Increasing Access to Teacher Preparation: The Effectiveness of Traditional Instructional Methods in an Online Learning Environment

   Steven B. Smith, Sean J. Smith, Randall Boone · 2000 · Journal of Special Education Technology · 91 cites

   Distance education via the World Wide Web is currently being examined as a method to provide special and general education instruction in teacher preparation programs. The purpose of this study was to compare the effectiveness of traditional instructional methods in an online learning environment. Results of this study revealed that overall there were no significant differences between learning under the two conditions. That is, student academic outcomes were the same when instruction was delivered in a traditional classroom or through an online learning environment. Some advantage was found to online discussions in contrast to face-to-face discussions. Traditional instructional methods, suc

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5. The evaluation of synchronous and asynchronous online learning: student experience, learning outcomes, and cognitive load

   Chih-Tsung Hung, Shou-Le Wu, Yi-Hsien Chen, et al. · 2024 · BMC Medical Education · 68 cites

   The abrupt onset of the COVID-19 pandemic compelled universities to swiftly establish online teaching and learning environments that were not only immediately deployable but also conducive to high-quality education. This study aimed to compare the effectiveness of the online synchronous and asynchronous teaching formats in the dermatology lecture for undergraduate medical students, including academic performance, self-efficacy, and cognitive load. A total of 170 fourth-year undergraduate medical students attending the dermatology lecture were included. The lecture was delivered using both the synchronous method (live online lecture via Webex meeting) and the asynchronous method (lecture vide

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6. The Effectiveness of Hybrid Learning in Enhancing Academic Mindfulness and Deeper Learning of University Students

   Eman Khaled Essa · 2023 · International Journal of Research in Education and Science · 23 cites

   With the escalation of the Covid-19 crisis, many educational institutions have turned to distance education, especially universities and higher education institutions, which may affect the quality of learning outcomes especially those related to deeper learning and academic mindfulness. The present study aimed at investigating the effectiveness of hybrid learning in developing academic mindfulness and enhancing deeper learning of a sample of university students, in addition to shedding the light on the relationship among the study variables. The research sample consists of 350 university students from both humanities and scientific majors at two faculties in a university in Egypt during the

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7. From Classroom to Online: Comparing the Effectiveness and Student Academic Performance of Classroom Learning and Online Learning

   Bernard Fentim Darkwa, Samuel Antwi · 2021 · OALib · 22 cites

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8. The Effectiveness of Online Learning in The Emerging Academic Environment: A Structural Equation Modelling (SEM) Approach

   M. Chaudhary, Surendra Mahato, Madhav Adhikari · 2023 · FIIB Business Review · 12 cites

   This study investigates the mediating influence of perceived ease of use on the relationship among faculty perspective, students’ perspective, technology perspective and the effectiveness of online learning. Employing a causal-comparative research design, data were collected from 390 respondents using a five-point Likert scale. Structural equation modelling through AMOS was employed as the data analysis tool. The research findings reveal that perceived ease of use plays a crucial mediating role in the association among faculty perspective, students’ perspective, technology perspective and the effectiveness of online learning. The results underscore the significance of user experience and the

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