Examining research on the impact of distance and online learning: A second-order meta-analysis study |
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| Institution: | 1. University of North Carolina Charlotte, 9201 University City Blvd, Charlotte, NC, 28223, United States;2. Northwestern University, 633 Clark St, Evanston, IL, 60208, United States;3. University of Florida, 2423 Norman Hall, Gainesville, FL, 32611, United States;1. University of South Australia, Adelaide, SA, 5000, Australia;2. Universidad de Valladolid, Valladolid, Castile and Leon, 47002, Spain;1. Florida State University, Department of Educational Psychology and Learning Systems, Tallahassee, FL, USA;2. University of Missouri, School of Information Science and Learning Technologies, Columbia, MO, USA |
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| Abstract: | Distance learning has evolved over many generations into its newest form of what we commonly label as online learning. In this second-order meta-analysis, we analyze 19 first-order meta-analyses to examine the impact of distance learning and the special case of online learning on students’ cognitive, affective and behavioral outcomes. We examine to what extent distance learning generation level, and instructional setting moderate the influences of distance learning on cognitive, affective and behavioral outcomes. This second-order meta-analyses also analyzes the first-order meta-analyses for methodological quality and robustness. The findings revealed a statistically significant overall average effect size (g = 0.156, p < .001 with a 95% confidence interval of 0.087–0.224) of distance learning impacting cognitive, affective and behavioral outcomes in comparison to face-to-face learning. Meta-analyses on higher education had a statistically significant larger effect size than K-12 education. Limitations, implications, and directions for future research are discussed. |
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| Keywords: | Distance learning Online learning Meta-analysis Second-order |
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