How does distance education compare with classroom instruction? A meta-analysis of the empirical literature

被引:687
作者
Bernard, RM
Abrami, PC
Lou, YP
Borokhovski, E
Wade, A
Wozney, L
Wallet, PA
Fiset, M
Huang, BR
机构
[1] Concordia Univ, Ctr Study Learning & Performance, Dept Educ, Montreal, PQ H3G 1M8, Canada
[2] Louisiana State Univ, Dept Educ Leadership Res & Counseling, Baton Rouge, LA 70803 USA
[3] Concordia Univ, Dept Psychol, Montreal, PQ H3G 1M8, Canada
[4] Concordia Univ, Educ Technol Program, Montreal, PQ H3G 1M8, Canada
关键词
classroom instruction; comparative studies; distance education; meta-analysis; research methodology;
D O I
10.3102/00346543074003379
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
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.
引用
收藏
页码:379 / 439
页数:61
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