Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies

By Barbara Means, Yukie Toyama, Robert F. Murphy, M. Bakia, K. Jones. 2009

3,734 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/bb02609f0ab3dca046fe8d320a97a00afe16281e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review (2014, background): “Others reviews attempt to provide a meta-analysis of findings from experimental or quasi-experimental studies of the effects or impacts of TEL projects across the sector (e.g. Means et al. 2010; Tamim et al. 2011).”
Online instructional effort measured through the lens of teaching presence in the community of inquiry framework: A re-examination of measures and approach (2010, background): “Means et al. (2009) concluded that the superior performance of online students may be a function of time on task (p. 51).”
The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets (2020, result): “By contrast, the results of a meta-analysis carried out by Means et al. (2010) indicate that students in online learning conditions performed better than their peers receiving face -to-face instruction.”
Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation (2013, background): “The idea that online PD is more cost-effective than face-to-face is widely held among policy makers and school leaders (Dede et al., 2009; Kleiman, 2004; Means et al., 2009), though in reality this is highly dependent on context.”
Learning in the practicum: engaging pre-service teachers in reflective practice in the online space (2014, background): “These online teaching activities are similar to effective strategies in the face-to-face environment, which is perhaps why Means et al. (2010) find no significant difference in the effectiveness of online and face-to-face learning outcomes.”
Wrapping a MOOC: Student Perceptions of an Experiment in Blended Learning (2013, background): “…as the metaanalysis notes "it was the combination of elements in the treatment conditions (which was likely to have included additional learning time and material as well as additional opportunities for collaboration) that produced the observed learning advantages" (Means et al., 2010, p. xviii).”
Interaction in distance education and online learning: using evidence and theory to improve practice (2011, background): “The DE/OL literature is largely univocal about the importance of interaction (Lou et al. 2006; Anderson 2003; Sutton 2001; Muirhead 2001a, b; Sims 1999; Wagner 1994; Fulford and Zhang 1993; Jaspers 1991; Bates 1990; Juler 1990; Moore 1989; Daniel and Marquis 1979, 1988; Laurillard 1997).”