How Does Distance Education Compare With Classroom Instruction? A Meta-Analysis of the Empirical Literature Export

@article{citeulike:521811, abstract = {A meta-analysis of the comparative distance education (DE) literature between 1985 and 2002 was conducted. In total, 232 studies containing 688 independent achievement, attitude, and retention outcomes were analyzed. Overall results indicated effect sizes of essentially zero on all three measures and wide variability. This suggests that many applications of DE outperform their classroom counterparts and that many perform more poorly. Dividing achievement outcomes into synchronous and asynchronous forms of DE produced a somewhat different impression. In general, mean achievement effect sizes for synchronous applications favored classroom instruction, while effect sizes for asynchronous applications favored DE. However, significant heterogeneity remained in each subset.}, author = {Robert}, citeulike-article-id = {521811}, journal = {Review of Educational Research}, keywords = {distance, distance-ed, education, no-significant-difference}, number = {3}, pages = {379--439}, posted-at = {2006-02-25 22:27:21}, priority = {0}, title = {How Does Distance Education Compare With Classroom Instruction? A Meta-Analysis of the Empirical Literature}, volume = {74}, year = {2004} }

TY - JOUR ID - citeulike:521811 L3 - citeulike-article-id:521811 N2 - A meta-analysis of the comparative distance education (DE) literature between 1985 and 2002 was conducted. In total, 232 studies containing 688 independent achievement, attitude, and retention outcomes were analyzed. Overall results indicated effect sizes of essentially zero on all three measures and wide variability. This suggests that many applications of DE outperform their classroom counterparts and that many perform more poorly. Dividing achievement outcomes into synchronous and asynchronous forms of DE produced a somewhat different impression. In general, mean achievement effect sizes for synchronous applications favored classroom instruction, while effect sizes for asynchronous applications favored DE. However, significant heterogeneity remained in each subset. IS - 3 JF - Review of Educational Research EP - 439 TI - How Does Distance Education Compare With Classroom Instruction? A Meta-Analysis of the Empirical Literature VL - 74 SP - 379 KW - distance KW - distance-ed KW - education KW - no-significant-difference AU - Robert PY - 2004///Fall ER -