Advertisement

A literature review: efficacy of online learning courses for higher education institution using meta-analysis

  • Mayleen Dorcas B. CastroEmail author
  • Gilbert M. Tumibay
Article

Abstract

The Internet has made online learning possible, and many educators and researchers are interested in online learning courses to enhance and improve the student learning outcomes while battling the shortage in resources, facilities and equipment particularly in higher education institution. Online learning has become popular because of its potential for providing more flexible access to content and instruction at any time, from any place. It is imperative that the researchers consider, and examine the efficacy of online learning in educating students. For this study, the researchers reviewed literature through meta-analysis as the method of research concerning the use of ADDIE (Analysis, Design, Development, Implementation and Evaluation) framework for designing and developing instructional materials that can provide wider access to quality higher education. This framework can be used to list generic processes that instructional designers and training developers use (Morrison et al., 2010). It represents a descriptive guideline for building effective training and performance support tools in five phases, as follows: 1.) Analysis, 2.) Design, 3.) Development, 4.) Implementation, and 5.) Evaluation. The researchers collected papers relating to online learning courses efficacy studies to provide a synthesis of scientifically rigorous knowledge in online learning courses, the researchers searched on ERIC (Education Resources Information Center), ProQuest databases, PubMed, Crossref, Scribd EBSCO, and Scopus. The researchers also conducted a manual search using Google Scholar. Based on the analysis, three main themes developed: 1.) comparison of online learning and traditional face-to-face setting, 2.) identification of important factors of online learning delivery, and 3.) factors of institutional adoption of online learning. Based on the results obtained 50 articles. The researchers examine each paper and found 30 articles that met the efficacy of online learning courses through having well-planned, well-designed courses and programs for higher education institution. Also, it highlights the importance of instructional design and the active role of institutions play in providing support structures for educators and students. Identification of different processes and activities in designing and developing an Online Learning Courses for Higher Education Institution will be the second phase of this study for which the researchers will consider using the theoretical aspect of the ADDIE framework.

Keywords

Online learning courses ADDIE framework Efficacy and meta-analysis 

Notes

References

  1. Allen, E., & Seaman, J. (2010). Class Difference$: Online Education in the United States. http://sloanconsortium.org/publications/survey/class_differences
  2. Alonso, F., Lopez, G., Manrique, D., & Vines, J. M. (2005). An instructional model for web-based e-learning education with a blended learning process approach. British Journal of Educational Technology, 36(2), 217–235 http://www.fisme.science.uu.nl/publicaties/literatuur/2005_modelforwebbasedelearning.pdf.CrossRefGoogle Scholar
  3. Arbaugh, J.B., Godfrey, M., Johnson, M., Pollack, BL., Niendorf, B., & Wresch, W., (2009). Research in online and blended learning in the business disciplines: Key findings and possible future directions. http://www.sciencedirect.com/science/article/pii/S1096751609000268.
  4. Bell, B. S., & Fedeman, J. E. (2013). E-learning in postsecondary education. The Future of Children, 23(1), 165–185.CrossRefGoogle Scholar
  5. Dick, W., Carey, L., & Carey, J. O. (2014). The systematic design of instruction (8th ed.). New Jersey: Pearson Education, Inc..Google Scholar
  6. Finch, D., & Jacobs, K. (2012). Online education: Best practices to promote learning. Proceedings of the Human Factors and Ergonomics 56th Annual Meeting.Google Scholar
  7. Gallagher, S., & LaBrie, J. (2012). Online learning 2.0: Strategies for a mature market. Continuing Higher Education Review, 76, 65–73.Google Scholar
  8. Intulogy. (2010) ADDIE Instructional Design Model. http://www.intulogy.com/addie/
  9. Lorenzetti, J. (2013). Academic Administration - Running a MOOC: Secrets of the World’s Largest Distance Education Classes - Magna Publications.Google Scholar
  10. McConnell, D. (2000). Implementing computer supported cooperative learning.Google Scholar
  11. Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. (2010). Designing effective instruction (6th ed.). Hoboken: Wiley.Google Scholar
  12. Neuhauser, C., (2010). Learning Style and Effectiveness of Online and Face-to-Face Instruction. http://www.tandfonline.com/doi/abs/10.1207/S15389286AJDE1602_4
  13. Pape, L. (2010). Blended Teaching & Learning. School Administrator, 67(4), 16–21.Google Scholar
  14. Parsad, B., & Lewis, L. (2008). Distance education at degree-granting Postsecondary Institutions: 2006–2007 (NCES 2009–044). National Center for Education Statistics, Institute of Education Sciences. Washington, DC: US Department of Education http://nces.ed.gov/pubs2009/2009044.pdf.Google Scholar
  15. Patrick, S., & Powell, A., (2009). A Summary of Research on the Effectiveness of K-12 Online Learning. https://?id=ED/?id=ED509626Google Scholar
  16. Quality Matters (2015). QM publisher rubric: https://www.qualitymatters.org/
  17. Razali, S., Nadiyah, S.F., (2015). The Development of Online Project Based Collaborative Learning Using ADDIE Model. http://www.sciencedirect.com/science/article/pii/S1877042815038719.
  18. Roblyer, M. D. (2015). Introduction to systematic instructional design for traditional, online, and blended environments. New Jersey: Pearson Education, Inc..Google Scholar
  19. Rubric for Online Instruction (2010). QOLT (Quality Online Teaching and Learning). http://courseredesign.csuprojects.org/wp/qolt/
  20. Saba, F. (2012). A systems approach to the future of distance education in colleges and universities: Research, development, and implementation. Continuing Higher Education Review, 76, 30–37.Google Scholar
  21. Schmid, R. F., Bernard, R. M., Borokhovski, E., Tamim, R. M., Abrami, P. C., & Surkes, M. A. (2014). The effects of technology use in postsecondary education: A meta-analysis of classroom applications. Computers & Education, 72, 271–291.CrossRefGoogle Scholar
  22. Serhat, K., (2017). ADDIE Model: Instructional Design. https://educationaltechnology.net/the-addie-modelinstructional-design/.
  23. Sherry, L. (1995). Issues in distance learning. International Journal of Educational Telecommunications, 1(4), 337–365.Google Scholar
  24. Siemens, G., Gasevic, D., & Dawson, S., (2015). Preparing for the Digital University: A review of the history and current state of distance, blended, and online learning. https://linkresearchlab.org/PreparingDigitalUniversity.pdf
  25. Siragusa, L., Dixon, K. C., & Dixon, R., (2007). Designing quality e-learning environments in higher education. http://www.ascilite.org.au/conferences/singapore07/procs/siragusa.pdf
  26. Zhang, D., (2010). Interactive Multimedia-Based E-Learning: A Study of Effectiveness. http://www.tandfonline.com/doi/abs/10.1207/s15389286ajde1903_3

Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2019

Authors and Affiliations

  1. 1.DIT at Angeles University FoundationAngeles CityPhilippines
  2. 2.Faculty, BulSU Graduate School and College of Information & Communications TechnologyBulacan State UniversityMalolosPhilippines
  3. 3.ITE Program, Graduate SchoolAngeles University FoundationAngeles CityPhilippines

Personalised recommendations