How Does Distance Education Compare With Classroom Instruction? A Meta-Analysis of the Empirical Literature

By Robert M. Bernard, Philip C. Abrami, Yiping Lou, Evgueni F Borokhovski, Anne Wade, Lori Wozney, P. Wallet, Manon Fiset, Binrui Huang. 2004

1,275 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c304b52a57966b15c139d0b022cecab9a11b9054

How researchers see this paper

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

In Developmental and Educational Psychology

In Education

Citations in the corpus

Active learning: The importance of developing a comprehensive measure (2015, positive): “…to the experience of many educators and is not in line with the considerable body of research demonstrating that distance education delivers equivalent (or better) educational experiences and learning outcomes to that of traditional on-campus education (Bernard et al., 2004; Means et al., 2009).”
Development and Initial Validation of the Online Learning Value and Self-Efficacy Scale (2008, positive): “With the rapid growth of the Internet, online learning has become a viable alternative to traditional classroom instruction (Bernard et al., 2004; TallentRunnels et al., 2006).”
Technology in Support of Collaborative Learning (2007, positive): “Rules and scripts determine the level of task structure (Bernard et al., 2004; Lou, Abrami, & d’Apollonia, 2001).”
THE COMPARATIVE EFFECTIVENESS OF WEB-BASED AND CLASSROOM INSTRUCTION: (2006, neutral): “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…”
Interaction in distance education and online learning: using evidence and theory to improve practice (2011, positive): “Comparative primary research is plagued with a variety of methodological problems and confounds that make them very hard to interpret (Bernard et al. 2004b).”
Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online (2009, positive): “Consequently, practitioners and researchers alike know very little about the beliefs and behaviors that contribute to academic success in online environments (Abrami & Bernard, 2006; Bernard et al., 2004).”
What Forty Years of Research Says About the Impact of Technology on Learning (2011, neutral): “…within formal educational settings (this criterion excluded distance education and fully online learning comparative studies, previously reviewed by Bernard et al., 2004; U.S. Department of Education, 2009; and others); • focused on students’ achievement or performance as an outcome measure; •…”
The impact of E-learning in medical education. (2006, positive): “11,19 However, these studies have limitations, especially because of the variability in their scientific design.”
A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education (2020, positive): “Another criticism was that, though the effectiveness of e-learning was documented in other studies conducted, it is still difficult to determine the impact because of the variability in instructional designs [32].”
Effectiveness of using learner‐centered principles on student retention in distance education courses in rural schools (2008, positive): “Research supports that distance education in the form of online learning is at least as effective as traditional classes in terms of learning outcomes and often more effective (Bernard et al., 2004; Cavanaugh, 2001; Cavanaugh, Gillan, Kromrey, Hess, & Blomeyer, 2004; Cradler, McNabb, Freeman, & Burc”
Distance Education and the Evolution of Online Learning in the United States (2015, positive): “Online education is a different medium for teaching and learning, and therefore requires a different pedagogy (Bernard et al., 2004).”