The Effectiveness of Distance Education in Allied Health Science Programs: A Meta-Analysis of Outcomes
The Effectiveness of Distance Education in Allied Health Science Programs: A Meta-Analysis of Outcomes
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DOI：
10.1207/s15389286ajde2003_2
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发表时间：
2006-01-01
影响因子：
3.2
通讯作者：
Williams, Stacy L.
中科院分区：
文献类型：
--
作者：
Williams, Stacy L.
根据Glass、McGraw和Smith(1981)的技术，对这项研究进行了全面的荟萃分析，综合了1990至2003年间针对学生成绩和联合卫生职业远程教育的25项比较研究的结果。学生的成绩是通过课程成绩进行评估的，总体效果大小为0.15，与传统学生相比，这对远程学习者的积极影响非常小。几个因变量--教育水平、远程教育模式和教学设计组成部分--与效果大小有关。在远程教育环境中，在职专业学生的表现明显好于研究生和本科生。开放学习和同步教学是最有效的远程教育教学模式。在远程教育课程中实施的教学设计部分导致了更高的学生成绩。
A comprehensive meta-analysis of the research following Glass, McGraw, and Smith's (1981) technique integrated findings from twenty-five comparative studies from 1990 to 2003 targeting student achievement and distance education in allied health professions. Student achievement was assessed through course grades and resulted in an overall effect size of 0.15, a very small positive effect for distance learners when compared to traditional students. Several dependent variables-education levels, models of distance education, and instructional design components-related to the effect size. In the distance education setting, working professional students significantly outperformed graduate and undergraduate students. Open learning and synchronous instruction were the most effective distance education models of instruction. Instructional design components implemented into a distance education course resulted in greater student achievement scores.