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U.S. Department of Education Releases Evaluation Report on Evidence-Based Practices in Online Learning

July 15, 2009—Recently the Planning, Evaluation and Policy Development division of the U.S. Department of Education released an evaluation report entitled “Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies.”

A review of research from 1996 through July 2008 turned up over 1000 empirical studies of online learning. Analysts screened the studies to find those that met their list of criteria (such as contrasted online learning with face-to-face learning), and found 51 independent effects which could be subjected to meta-analysis. The report states that “Instruction combining online and face-to-face elements had a larger advantage relative to purely face-to-face instruction than did purely online instruction.”

However, when the research literature was analyzed, there were only five experimental or quasi-experimental studies which compared “learning effects of online versus face-to-face instruction for K-12 students.” Most of the studies analyzed involved college students or older students, so researchers caution that younger (K-12) students could gain differently from online and face-to-face learning, and computer and teacher guidance. Therefore new studies are needed.

The research does, though, identify the effectiveness of such interventions as video or online quizzes, assigned homework, triggers for learner reflection and activity, learning time, materials and opportunity to collaborate.

Report Highlights

Read the complete report.

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