Twenty Years of Research on the Academic Performance Differences Between Traditional and Distance Learning: Summative Meta-Analysis and Trend Examination
Twenty Years of Research on the Academic Performance Differences Between Traditional and Distance Learning: Summative Meta-Analysis and Trend Examination
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传统学习与远程学习学业成绩差异二十年研究：总结性荟萃分析与趋势检验
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
Yoram Neumann
中科院分区：
文献类型：
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作者：
M. Shachar;Yoram Neumann
这项荟萃分析研究估计并比较了参加远程教育课程的学生与参加传统课程的学生在过去二十年(1990-2009年)期间的学习成绩差异，并将其进一步细分为四个不同的子阶段。大量的实验和准实验研究符合Meta分析的既定纳入标准(包括来自20,000多名参与学生的数据)，并提供了效应大小，清楚地表明：(1)在70%的情况下，参加远程教育课程的学生在传统教学课程中的表现优于他们的学生同行；(2)总体效应大小‘d+’(随机方法)计算为0.257(0.17；95%CI<；0.35)；(3)总体效应规模‘d+’在经历了20世纪90年代后半期的下降后，在2000-2009十年间存在明显的上升趋势。多项式回归确定了具有明确极小点的抛物线解。对这些结果的研究、理论和政策含义进行了讨论。
This meta-analysis research estimated and compared the differences between the academic performance of students enrolled in distance education courses, relative to those enrolled in traditional settings, as demonstrated by their final course grades/scores, within the last twenty year (1990-2009) period, further broken down to four distinct subperiods. A large k=125 of experimental and quasi-experimental studies met the established inclusion criteria for the meta-analysis (including data from over 20,000 participating students), and provided effect sizes, clearly demonstrating that: (1) In 70% of the cases, students taking courses by distance education outperformed their student counterparts in the traditionally instructed courses; (2) The overall effect size ‘d+’ (random method) was calculated as 0.257 (0.17< 95% CI <0.35); and (3) a clear upward trend of overall effect size ‘d+’ exists for the 2000-2009 decade after a decline in the second half of the 1990s. A polynomial regression confirmed a parabolic solution with a clear minimum point. The research, theoretical, and policy implications of these results are discussed.
影响因子：
3.1
作者：
Harris, John M., Jr.;Elliott, Thomas E.;Fine, Perry G.
通讯作者：
Fine, Perry G.