Evaluating the Effectiveness of Distance Learning
A Comparison Using Meta-Analysis
Bibliographic Data
| ID | 22692828 |
|---|---|
| Authors | M Allen (0000-0002-7397-4418), M S Allen (0000-0001-5041-5106, University of Wisconsin–Milwaukee, corresponding author) |
| Year | 2004 |
| Volume | 54 |
| Issue | 3 |
| Pages | 402-420 |
| Publication date | 2004-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Communication (JOURNAL) |
| Journal identifiers | ISSN: 0021-9916 • E-ISSN: 1460-2466 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1093/joc/54.3.402 |
| OpenAlex | W4254829347 |
| Language | EN |
| Citations received | 2 |
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.
Distance education · Homogeneous · Mathematics education · Meta-analysis · Statistics · Computer Science · Mathematics · Medicine · Online and Blended Learning · Online Learning and Analytics · Psychology
| Citations per year | 0.1 |
|---|---|
| Citation span | 2006 - 2021 (16) |
| Highly cited | No |