LearnTechLib Digital Library

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

, , , , , , , ,

Review of Educational Research Volume 74, Number 3, ISSN 0034-6543

Record type: ARTICLE

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.

Citation

Bernard, R.M., Abrami, P.C., Lou, Y., Borokhovsk, E., Wade, A., Wozney, L., Wallet, P.A., Fiset, M. & Huang, B. (2004). How Does Distance Education Compare with Classroom Instruction? A Meta-Analysis of the Empirical Literature. Review of Educational Research, 74(3), 379-439. Retrieved April 20, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords