Eighth-Graders and Algebra: Making the Case for Online Education. Research | Feature Eighth-Graders and Algebra: Making the Case for Online Education A better question than "Does online learning work?
" might be "Under what circumstances and conditions does it have a positive impact on educational outcomes? " By Peggy Clements and Jessica Heppen 07/02/12 Schools and districts are increasingly turning to online courses to expand learning opportunities for students, even though the research base supporting their effectiveness has been lacking. Because we have conducted one of the first rigorous research studies of K-12 online learning, we think a better question than "Does online learning work? " With our colleagues at the American Institutes for Research and Education Development Center , we recently published results of a study examining whether an online course is an effective way to expand eighth-graders' access to Algebra I. They also were almost twice as likely to participate in advanced math courses in high school . Interactive Learning Online at Public Universities: Evidence from Randomized Trials. Published May 22, 2012 William G.
Bowen, Matthew M. Chingos, Kelly A. Lack, Thomas I. Nygren Copy the Below Code and paste in your site: <a href=" Report</a> Online learning is quickly gaining in importance in U.S. higher education, but little rigorous evidence exists as to its effect on student learning outcomes. We find that learning outcomes are essentially the same—that students in the hybrid format "pay no price” for this mode of instruction in terms of pass rates, final exam scores, and performance on a standardized assessment of statistical literacy. Supporting Materials. Online Learning Outcomes Equivalent to Traditional Methods, Study Finds. Distance Education | Research Online Learning Outcomes Equivalent to Traditional Methods, Study Finds Interactive learning online (ILO) produces essentially the same outcomes as traditional face-to-face education at the university level, according to a recent report from Ithaka S+R.
The report, "Interactive Learning Online at Public Universities: Evidence from Randomized Tests," suggested that educational institutions looking to reduce costs in the face of shrinking budgets can confidently turn to online education as a means of saving money without diminishing educational outcomes. The report identified several problems that necessitated the study: stagnant education levels in the United States, achievement gaps related to race and socioeconomic status, and diminishing resources in the public education sector. The researchers set out to determine whether online education could serve to alleviate those problems. The full report is available on the Ithaka S+R site.
Education Leaders See MOOCs, Distance Learning as the Future of Higher Ed. Tech Trends | Research Education Leaders See MOOCs, Distance Learning as the Future of Higher Ed By Dian Schaffhauser08/20/12 If you were to gather together a thousand academics, researchers, university IT and instructional technology leaders, institutional librarians, technology and media company executives, authors, journalists, futurists, association presidents, and other interested people and ask them to consider the possible impact of the Internet on higher education, the outlook you'd get would closely resemble the rich patchwork of perspective offered in a recent report from Elon University's School of Communications, as part of its "Imagining the Internet" project.
Most of them would say there's a lot of change coming. The multi-year project at the North Carolina institution, produced with the Pew Research Center, has taken on the ambitious job of recording what people expect "for the future of communications and the future of the world," according to text on its Web site. The Effectiveness of Distance Education Across Virginia’s Community Colleges: Evidence From Introductory College-Level Math and English Courses.
Abstract Although online learning is rapidly expanding in the community college setting, there is little evidence regarding its effectiveness among community college students.
In the current study, the authors used a statewide administrative data set to estimate the effects of taking one’s first college-level math or English course online rather than face to face, in terms of both course retention and course performance. Several empirical strategies were used to minimize the effects of student self-selection, including multilevel propensity score. The findings indicate a robust negative impact of online course taking for both subjects.
Furthermore, by comparing the results of two matching methods, the authors conclude that within-school matching on the basis of a multilevel model addresses concerns regarding selection issues more effectively than does traditional propensity score matching across schools. Article Notes.