Differences Between Traditional and Distance Education Academic Performances: A Meta-Analytic Approach

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 1990-2002 period. Eighty-s...

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Autores principales:	Mickey Shachar, Yoram Neumann
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2003
Materias:	Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/52b10031d54e4bbeafde4b0dc4ea6113
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id	oai:doaj.org-article:52b10031d54e4bbeafde4b0dc4ea6113
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spelling	oai:doaj.org-article:52b10031d54e4bbeafde4b0dc4ea61132021-12-02T19:20:40ZDifferences Between Traditional and Distance Education Academic Performances: A Meta-Analytic Approach10.19173/irrodl.v4i2.1531492-3831https://doaj.org/article/52b10031d54e4bbeafde4b0dc4ea61132003-10-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/153https://doaj.org/toc/1492-3831This 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 1990-2002 period. Eighty-six experimental and quasi-experimental studies met the established inclusion criteria for the meta-analysis (including data from over 15,000 participating students), and provided effect sizes, clearly demonstrating that: (1) in two thirds of the cases, students taking courses by distance education outperformed their student counterparts enrolled in traditionally instructed courses; (2) the overall effect size d+ was calculated as 0.37 standard deviation units (0.33 < 95% confidence interval < 0.40); and (3) this effect size of 0.37 indicates the mean percentile standing of the DE group is at the 65th percentile of the traditional group (mean defined as the 50th percentile). Mickey ShacharYoram NeumannAthabasca University PressarticleSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 4, Iss 2 (2003)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691
spellingShingle	Special aspects of education LC8-6691 Mickey Shachar Yoram Neumann Differences Between Traditional and Distance Education Academic Performances: A Meta-Analytic Approach
description	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 1990-2002 period. Eighty-six experimental and quasi-experimental studies met the established inclusion criteria for the meta-analysis (including data from over 15,000 participating students), and provided effect sizes, clearly demonstrating that: (1) in two thirds of the cases, students taking courses by distance education outperformed their student counterparts enrolled in traditionally instructed courses; (2) the overall effect size d+ was calculated as 0.37 standard deviation units (0.33 < 95% confidence interval < 0.40); and (3) this effect size of 0.37 indicates the mean percentile standing of the DE group is at the 65th percentile of the traditional group (mean defined as the 50th percentile).
format	article
author	Mickey Shachar Yoram Neumann
author_facet	Mickey Shachar Yoram Neumann
author_sort	Mickey Shachar
title	Differences Between Traditional and Distance Education Academic Performances: A Meta-Analytic Approach
title_short	Differences Between Traditional and Distance Education Academic Performances: A Meta-Analytic Approach
title_full	Differences Between Traditional and Distance Education Academic Performances: A Meta-Analytic Approach
title_fullStr	Differences Between Traditional and Distance Education Academic Performances: A Meta-Analytic Approach
title_full_unstemmed	Differences Between Traditional and Distance Education Academic Performances: A Meta-Analytic Approach
title_sort	differences between traditional and distance education academic performances: a meta-analytic approach
publisher	Athabasca University Press
publishDate	2003
url	https://doaj.org/article/52b10031d54e4bbeafde4b0dc4ea6113
work_keys_str_mv	AT mickeyshachar differencesbetweentraditionalanddistanceeducationacademicperformancesametaanalyticapproach AT yoramneumann differencesbetweentraditionalanddistanceeducationacademicperformancesametaanalyticapproach
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Differences Between Traditional and Distance Education Academic Performances: A Meta-Analytic Approach

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