Distance learning: anyone sitting more than 10 rows from the front

The short answer to this question is: no, online learning is neither inherently worse – nor better – than face-to-face teaching; it all depends on the circumstances.

The research evidence

There have been thousands of studies comparing face-to-face teaching to teaching with a wide range of different technologies, such as televised lectures, computer-based learning, and online learning, or comparing face-to-face teaching with distance education.

With regard to online learning there have been several meta-studies. A meta-study combines the results of many ‘well-conducted scientific’ studies, usually studies that use the matched comparisons or quasi-experimental method (Means et al., 2011; Barnard et al., 2014). Nearly all such ‘well-conducted’ meta-studies find no or little significant difference in the modes of delivery, in terms of the effect on student learning or performance. For instance, Means et al. (2011), in a major meta-analysis of research on blended and online learning for the U.S. Department of Education, reported:

In recent experimental and quasi-experimental studies contrasting blends of online and face-to-face instruction with conventional face-to-face classes, blended instruction has been more effective, providing a rationale for the effort required to design and implement blended approaches. When used by itself, online learning appears to be as effective as conventional classroom instruction, but not more so.

However, the ‘no significant difference’ finding is often misinterpreted. If there is no difference, then why do online learning? I’m comfortable teaching face-to-face, so why should I change?

This is a misinterpretation of the findings, because there may indeed within any particular study be large differences between conditions (face-to-face vs online), but they cancel each other out over a wide range of studies, or because with matched comparisons you are looking at only very specific, strictly comparable conditions, that never exist in a real teaching context.

For instance the ‘base’ variable chosen is nearly always the traditional classroom. In order to make a ‘scientific’ comparison, the same learning objectives and same treatment (teaching) is applied to the comparative condition (online learning). This means using exactly the same kind of students, for instance, in both conditions. But what if (as is the case) online learning better suits non-traditional students, or will achieve better learning outcomes if the teaching is designed differently to suit the context of online learning?

Asking the right questions

Indeed, it is the variables or conditions for success that we should be examining, not just the technological delivery. In other words, we should be asking a question first posed by Wilbur Schramm as long ago as 1977:

What kinds of learning can different media best facilitate, and under what conditions?

In terms of making decisions then about mode of delivery, we should be asking, not which is the best method overall, but:

What are the most appropriate conditions for using face-to-face, blended or fully online learning respectively? 

So what are the conditions that best suit online learning?

There are a number of possible answers:

• learners:
  • fully online learning best suits more mature, adult, lifelong learners who already have good independent learning skills and for work and family reasons don’t want to come on campus
  • blended learning or a mix of classroom and fully online courses best suits full time undergraduate students who are also working part-time to keep their debt down, and need the flexibility to do part of their studies online
  • ‘dependent’ learners who lack self-discipline or who don’t know how to manage their own learning probably will do better with face-to-face teaching; however independent learning is a skill that can be taught, so blended learning is a safe way to gradually introduce such students to more independent study methods
• learning outcomes:
  • embedding technology within the teaching may better enable the development of certain ’21st century skills’, such as independent learning, confidence in using information technologies within a specific subject domain, and knowledge management
  • online learning may provide more time on task to enable more practice of skills, such as problem-solving in math
  • redesign of very large lecture classes, so that lectures are recorded and students come to class for discussion and questions, making the classes more interactive and hence improving learning outcomes

Even this is really putting the question round the wrong way. A better question is:

What are the challenges I am facing as an instructor (or my learners are facing as students) that could be better addressed through online learning? And what form of online learning will work best for my students?

Quality

However, the most important condition influencing the effectiveness of both face-to-face and online teaching is how well it is done. A badly designed and delivered face-to-face class will have worse learning outcomes than a well designed online course – and vice versa. Ensuring quality in online learning will be the topic of the last few blogs in this series.

Implications

1. Don’t worry about the effectiveness of online learning. Under the right conditions, it works well.
2. Start with the challenges you face. Keep an open mind when thinking about whether online learning might be a better solution than continuing in the same old way.
3. If you think it might be a solution for some of your problems, start thinking about the necessary conditions for success. The next few blog posts should help you with this.

Follow up

Here is some suggested further reading on the effectiveness of online learning:

• more on the research into online learning: Chapter 9.2: Comparing Delivery Methods, in Teaching in a Digital Age
• more on what kind of students benefit most from online learning: Chapter 9.3: Which mode? Student needs, in Teaching in a Digital Age
• more on the relationship between 21st century skills and online learning: Chapter 1.2: The skills needed in a digital age, and Chapter 9.4: Choosing between face-to-face and online teaching on campus, in Teaching in a Digital Age.

Up next

‘Aren’t MOOCs online learning?’ (to be posted later in the week July 18-22, 2016)

Comparing modes: horses for courses