learning - Academic Conferences Limited

Danny Glick and Roni Aviram
In another meta-analysis comparing online and distance learning studies from 2000 through 2002
(Ungerleider and Burns, 2003), 12 studies that have enough statistical information for inclusion into
the meta-analysis were found. In this meta-analysis the researchers looked at the effectiveness of
online versus traditional forms of instruction by focusing on two measures: achievement measures,
and satisfaction ratings. The researchers found no difference between forms of instruction on grades,
and a significantly negative effect (-0.509) of online instruction on student satisfaction (p < .0001).
Ungerleider and Burns point out that students appear to perceive online instruction less favorably than
traditional instruction, regardless of their test scores grades. In addition, the researchers also
conducted in-depth narrative reviews of 25 studies that did not include enough statistical information
for a meta-analysis. The 25 studies in the narrative reviews present a mixed picture of the
effectiveness of online learning. While some studies reported significantly higher levels of
achievements and student satisfaction with the traditional format, other studies showed a reversed
difference. Ungerleider and Burns claim that the number of studies purporting to show an effect on
one method over the other is small and there is nothing present in the studies reviewed to allow the
researchers to make strong statements one way or the other.
Table 1 presents a summary of the meta-analyses discussed in this chapter.
Table 1: Summary of the meta-analyses
Meta-Analysis Years What was Number of Effect Mean
Measured Sizes Identified Effect Size
US Department of Education
(2009)
1996-2008 Learning
Outcomes
51 +0.35 t
+0.14 t
Bernard et al. (2004) 1985-2002 Learning
Outcomes
318 -0.0100
Bernard et al. (2004) 1985-2002 Attitude 262 -0.0812*
Ungerleider and Burns
(2003)
2000-2002 Attitude 4 -0.509**
Ungerleider and Burns 2000-2002 Learning
12 0.000
(2003)
Outcomes
* p < .001; **p < .0001; t Instruction combining online and face-to-face elements had a larger
advantage relative to purely face-to-face instruction (+0.35) than did purely online instruction (+0.14).
Thomas Russell’s No Significant Difference Website (www.nosignificantdifference.org)
provides access to hundreds of research reports that document no significant difference as well as
reports that do document significant difference in student outcomes between technology-enhanced
teaching and face-to-face instruction. Analysis of the reports published on Russell’s Website found 42
research papers comparing online learning with face-to-face instruction. Analysis of these research
reports reveals that significant difference in favor of online learning was found in 13 research papers
(30.9%). The remaining 29 research papers (69.1%) found no significant difference in favor of neither
of the instruction modes.
To sum up, the literature review suggests that in terms of achievement outcomes, online learning is
no better than face-to-face instruction, and is some cases, inferior to classroom instruction. In terms of
student satisfaction, a comparison of student satisfaction towards distance and classroom instruction
reveals that there is a small negative but significant effect on overall attitude outcomes in favor of
classroom instruction. Finally, the meta-analyses found a significant effect in favor of classroom
instruction on retention outcomes.
3. Research hypothesis
The research hypothesis is that the main reason for the little impact online learning has on learning
outcomes and student satisfaction is lack of Mindful Learning Processes (MLP), a new term coined by
the authors of this study. The authors define MLP as an online course that is based on four
interconnected components (see Figure 1):
1) Learning Theory: Learning theories play a key role in any learning process. Anderson (2008)
claims that theory allows and even forces educators to see the big picture and makes it possible to
view their practice and their research from a broader perspective than envisioned from the murky
trenches of their practice. This broader perspective helps educators make connections with the work
of others, facilitates coherent frameworks and deeper understanding of their actions, and perhaps
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