Meta-Analysis and Review of Online Learning Studies

The Center for Technology and Learning published the Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies in 2009. Below is an excerpt from the section titled, Conceptual Framework for Online Learning.

Modern online learning includes offerings that run the gamut from conventional didactic lectures or textbook-like information delivered over the Web to Internet-based collaborative role-playing in social simulations and highly interactive multiplayer strategy games. Examples include primary-grade students working on beginning reading skills over the Internet, middle school students collaborating with practicing scientists in the design and conduct of research, and teenagers who dropped out of high school taking courses online to attain the credits needed for graduation. The teachers of K–12 students may also participate in online education, logging in to online communities and reference centers and earning inservice professional development credit online.

To guide the literature search and review, the research team developed a conceptual framework identifying three key components describing online learning: (a) whether the activity served as a replacement for or an enhancement to conventional face-to-face instruction, (b) the type of learning experience (pedagogical approach), and (c) whether communication was primarily synchronous or asynchronous. Each component is described in more detail below.

You can read the entire report here.