Media and Pedagogy in Undergraduate Distance Education: A Theory-Based Meta-Analysis of Empirical Literature

This meta-analysis employs a theoretical framework in quantitatively synthesizing empirical studies that investigate the effects of distance education (DE) versus classroom instruction on undergraduate student achievement. Analyses of 218 findings from 103 studies were conducted according to how med...

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Bibliographic Details
Published in:Educational technology research and development 2006-04, Vol.54 (2), p.141-176
Main Authors: Lou, Yiping, Bernard, Robert M., Abrami, Philip C.
Format: Article
Language:English
Subjects:
Academic Achievement
Collaborative learning
College students
Correspondence Study
Distance Education
Distance teaching
Educational Media
Educational research
Educational sciences
Effect Size
Literature
Meta Analysis
Online learning
Pedagogy
Statistical variance
Student interaction
Systematic review
Teacher Student Relationship
Teachers
Teaching aids
Teaching Methods
Undergraduate Students
Undergraduate Study
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Summary:This meta-analysis employs a theoretical framework in quantitatively synthesizing empirical studies that investigate the effects of distance education (DE) versus classroom instruction on undergraduate student achievement. Analyses of 218 findings from 103 studies were conducted according to how media were used to support DE pedagogy. The results indicate that the effect sizes for synchronous instructor-directed DE were consistent and not significantly different from zero; in asynchronous DE, media only supporting independent learning was generally less effective than media supporting collaborative discussion among students, although both subsets were significantly heterogeneous. Follow-up analysis of asynchronous DE findings was framed in terms of three patterns of interaction-student-content, student-instructor and student-student.
ISSN:1042-1629
1556-6501
DOI:10.1007/s11423-006-8252-x