ERIC Number: ED541918
Record Type: Non-Journal
Publication Date: 2013-Jan
Reference Count: 11
E-Learning Works--Exactly How Well Depends on Its Unique Features and Barriers: CAHRS ResearchLink No. 1
Bell, Bradford; Federman, Jessica E.
Center for Advanced Human Resource Studies, Cornell University (NJ1)
E-learning has grown at a considerable rate, and current projections show no slowdown in the near future. The National Center for Education Statistics estimates that between 2000 and 2008 the share of undergraduates enrolled in at least one online course grew from 8 percent to 20 percent. This study refers to e-learning as all forms of electronically-supported instruction, which range from videotaped lectures posted on the Internet; learning management systems such as Blackboard that distribute lecture notes, syllabi, and assignments; online collaborative simulations; and interactive systems that use artificial intelligence to deliver customized instruction. This study reviews four meta-analyses that have been conducted on e-learning research. By combining the results of multiple studies, researchers can find an overall estimate of a particular relationship. Although the methodology of the studies included varies significantly, these meta-analyses provide the most comprehensive assessment of the effectiveness of e-learning relative to other delivery media.
Descriptors: Enrollment, Electronic Learning, Online Courses, Undergraduate Students, Online Systems, Integrated Learning Systems, Computer Simulation, Meta Analysis, Instructional Effectiveness, Program Effectiveness, Higher Education, Barriers
Center for Advanced Human Resource Studies, Cornell University. ILR School, 193 Ives Hall, Ithaca, NY 14853. Tel: 607-255-9358; Fax: 607-255-4953; e-mail: firstname.lastname@example.org; Web site: http://www.ilr.cornell.edu/cahrs
Publication Type: Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: Cornell University, Center for Advanced Human Resource Studies