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ERIC Number: ED512274
Record Type: Non-Journal
Publication Date: 2010-Jul
Pages: 18
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: N/A
Effectiveness of Fully Online Courses for College Students: Response to a Department of Education Meta-Analysis
Jaggars, Shanna Smith; Bailey, Thomas
Community College Research Center, Columbia University
Proponents of postsecondary online education were recently buoyed by a meta-analysis sponsored by the U.S. Department of Education suggesting that, in many cases, student learning outcomes in online courses are superior to those in traditional face-to-face courses. This finding does not hold, however, for the studies included in the meta-analysis that pertain to fully online, semester-length college courses; among these studies, there is no trend in favor of the online course mode. What is more, these studies consider courses that were taken by relatively well-prepared university students, so their results may not generalize to traditionally underserved populations. Therefore, while advocates argue that online learning is a promising means to increase access to college and to improve student progression through higher education programs, the Department of Education report does not present evidence that fully online delivery produces superior learning outcomes for typical college courses, particularly among low-income and academically underprepared students. Indeed some evidence beyond the meta-analysis suggests that, without additional supports, online learning may even undercut progression among low-income and academically underprepared students. (Contains 6 footnotes.)[To review the related report, "Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies", see ED505824.]
Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://www.tc.columbia.edu/ccrc
Publication Type: Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Bill and Melinda Gates Foundation
Authoring Institution: Columbia University, Community College Research Center