Comparing Student Satisfaction With Distance Education to Traditional Classrooms in Higher Education: A Meta-Analysis

By Mike Allen, J. Bourhis, Nancy A. Burrell, E. Mabry. 2002

596 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/34e8c10e679102c96292e8c6113541574480a116

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In Education

In Social Psychology

Citations in the corpus

Understanding the Most Important Facilitators and Barriers for Online Education during COVID-19 through Online Photovoice Methodology (2020, background): “On the one hand, online education (distance education, open education) is convenient for the students and academics (Allen et al., 2002; Tanhan, 2020), while leading to certain difficulties and disadvantages at the same time (Tanhan, 2020).”
A meta-analysis of blended learning and technology use in higher education: from the general to the applied (2014, unknown): “(2006), Allen et al. (2006), Sitzmann et al. (2006), Williams (2006), Zhao et al. (2005), Allen et al. (2004), Bernard et al. (2004), Cavanaugh et al. (2004), Shachar and Neumann (2003), Ungerleider and Burns (2003), Cavanaugh (2001), Allen et al. (2002), Machtmes and Asher (2000).”
How Does Distance Education Compare With Classroom Instruction? A Meta-Analysis of the Empirical Literature (2004, unknown): “In addition, the reference lists of several earlier reviews, including those of Moore and Thompson (1990), Russell (1999), Machtmes and Asher (2000), Cavanaugh (2001), Allen et al. (2002), and Shachar (2002), were searched for possible inclusions.”
Teaching Styles of Community College Instructors (2007, background): “Although many studies show that learning-centered environments do create successful educational outcomes (Conti 1985b; National Center for Education Statistics 2001; Allen et al. 2002; Miglietti and Strange 1998; Post et al. 1998; Parisot 1997), Parisot (1997, 5) stated “little has been done to unde”
Key Factors for Determining Student Satisfaction in Distance Learning Courses: A Study of Allama Iqbal Open University (2011, background): “Allen et al. (2002) and Wang (2003) argued that in any educational institution, the satisfaction of a student can be determined from his level of pleasure as well as the effectiveness of the education that the student experiences.”
THE COMPARATIVE EFFECTIVENESS OF WEB-BASED AND CLASSROOM INSTRUCTION: (2006, methodology): “The electronic search was supplemented with manual searches of the reference lists from Allen, Bourhis, Burrell, and Mabry (2002), Bernard et al. (2004), Hsu (2003), Olson and Wisher (2002), and Paul (2001), as well as a manual search of the Journal of Asynchronous Learning Networks from 1996 to…”
Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors (2008, background): “A meta-analysis of 24 articles reporting student satisfaction with distance education indicated that there was no statistically signiﬁcant diﬀerence between distance education and traditional education formats in terms of student satisfaction levels (Allen, Bourhis, Burrell, & Mabry, 2002).”
E-Learning in Organizations (2005, background): “In their meta-analysis, Allen et al. (2002) found that increasing the number of advanced multi-media components within a distance education program significantly decreased learner satisfaction with e-learning.”
Interaction in distance education and online learning: using evidence and theory to improve practice (2011, background): “Some have addressed particular forms of DE (telecourses, Machtmes and Asher 2000; online learning, U.S. DOE, 2009; and Web-based instruction, Sitzmann et al. 2006) and some have looked at specific outcome measures besides achievement (satisfaction, Allen et al. 2002).”