How Does Online Learning Impact Student Achievement?

Last week, this Digest addressed a question on the effectiveness of online professional development for teachers. This week’s entry continues the theme of technology in education, this time examining online learning for students.

Question

What does the research say about the impact of online learning programs and policies on student achievement?

Research Synopsis

Reference Desk researchers found that “online learning at the K–12 level has grown so much in recent years that the main issue in most states is no longer whether or not online learning is occurring, but rather how it is being implemented” (Watson, 2007; see below). Meta-analyses of online learning research indicate that “new online delivery models for teaching and learning are effectively increasing productivity; providing anytime/anyplace opportunities; bridging geographic distances between diverse societal groups; demonstrating new efficiencies affecting costs and time; and changing the structures of business, political, social and educational contexts” (Smith, 2005; see below). Cavanaugh et al. suggest that “policymakers and practitioners should continue to move forward in developing and implementing K–12 distance education programs when those programs meet identified needs and when they are designed and managed as carefully as traditional education programs” (2004; see below).

Publicly Available Resources

Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Washington, DC: U.S. Department of Education, Office of Planning, Evaluation, and Policy Development; May 2009; 66 pages.

From the Abstract: “A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning…The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction.”
A Synthesis of New Research on K-12 Online Learning. Smith, R., Clark, T., and Blomeyer, R. L.; Naperville, IL: Learning Point Associates; November 2005; 92 pages.

This report summarizes and synthesizes the findings from eight research studies of online learning. Findings and recommendations are organized in six categories: student academic performance; characteristics of successful online students; qualities of effective online teaching and learning; professional development for effective online teaching and learning; challenges of online learning; and online learning, school change, and educational reform.
The Effects of Distance Education on K-12 Student Outcomes: A Meta-Analysis. Cavanaugh, C., Gillan, K. J., Kromrey, J., Hess, M., and Blomeyer, R.; Naperville, IL: Learning Point Associates; October 2004; 39 pages.

“Among the benefits of distance education for school-age children are increases in enrollment or time in school as education programs reach underserved regions, broader educational opportunities for students who are unable to attend traditional schools, access to resources and instructors not locally available, and increases in student-teacher communication. Students in virtual schools showed greater improvement than their conventional school counterparts in critical thinking, researching, using computers, learning independently, problem-solving, creative thinking, decision-making, and time management” (p.5).
Keeping Pace with k-12 Online Learning: A Review of State-Level Policy and Practice.
Watson, J. and Ryan, J.; North American Council for Online Learning; November 2007; 146 pages.

“As of September 2007, 42 states have significant supplemental online learning programs (in which students enrolled in physical schools take one or two courses online), or significant full-time programs (in which students take most or all of their courses online), or both” (p. 7). “While most programs appear to be offering a high-quality educational option for students and parents, the lack of transparency and data in many states… may threaten the sustainability of online learning for all” (p. 46).

The Reference Desk also found these organizations to be helpful in learning more about online learning for students:

National High School Center

“The subsection of this organization’s website titled “Topics for High School Improvement Center” provides multiple resources about online learning.
State Educational Technology Directors Association

“Founded in the fall of 2001, the State Educational Technology Directors Association (SETDA) is the principal association representing the state directors for educational technology. SETDA’s goal is to improve student achievement through technology.”

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