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

Autor/inn/en	Bernard, Robert M.; Abrami, Philip C.; Lou, Yiping; Borokhovsk, Evgueni; Wade, Anne; Wozney, Lori; Wallet, Peter Andrew; Fiset, Manon; Huang, Binru
Titel	How Does Distance Education Compare with Classroom Instruction? A Meta-Analysis of the Empirical Literature
Quelle	In: Review of Educational Research, 74 (2004) 3, S.379-439 (61 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
Schlagwörter	Distance Education; Effect Size; Academic Achievement; Meta Analysis; Conventional Instruction; Comparative Analysis; Computer Uses in Education + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Schulleistung; Meta-analysis; Metaanalyse; Computernutzung
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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10