The Evidence on Online Education: It’s the Design, Not the Medium
As stated by Inside Higher Ed, reporting on a newly released meta-analysis of research by the U. S. Department of Education, “online learning has definite advantages over face-to-face instruction when it comes to teaching and learning.” Wow—this is what those of us involved in online learning have been arguing for some time in the face of strong biases that face-to-face was clearly superior. So, this is very good news.
But, we need to delve into the details to get a better understanding of what lies under this conclusion. And, to acknowledge that the Department researchers express concern about the lack of research comparing face-to-face, blended, and purely online education, especially at the K-12 level.
What the analysts determined is that, while online has advantages over face-to-face instruction, blended learning (a mix of face-to-face and online) has even more statistical advantage over face-to-face than purely online instruction has. But, let’s not diminish the conclusion that purely online learning results in better learning outcomes than purely face-to-face learning.
Why is there a difference? What factors contributed to improved outcomes? The students in online programs or courses spent more time on task than students in face-to-face programs or courses. The online learning was made more active. And, the more that online students were able to control when and how they used course media, the more pronounced the advantage over face-to-face instruction. While the use of video or more media did not, in itself, make a difference, the use of simulations or other methods that allow the student to control when and how they interact with the media and content, with time for reflection on what they were learning, did make a difference. The researchers defined “active” learning as that “in which the student has control of what and how he or she learns” and contrast it with “expository learning” where “content is transmitted to the student by lecture, written material, or other mechanisms.”
It is the last sentence of the preceding paragraph that captures the essence of what makes online learning robust and, according to the Department of Education, superior to face-to-face learning. It is about the design and the delivery of active learning that makes the difference. It is not about the medium, not about the technology. All too often face-to-face education is delivered in the expository style, with little design to engage the student in more than being a receptacle for knowledge presented by the combination of course readings and lectures. Those approaches have been used in online education with dismal results—they are boring and the medium exposes the full extent of just how boring that approach is. Instead, online education requires extensive planning, design, and development and, in the good programs, that results in active learning that engages students in individual and collaborative work with time to reflect and share their reflections on what they have come to know. This is simply good educational design. And it is the reason that online education is now coming into its own and being recognized as valuable. As the report states on page 40, “the medium is simply a carrier of content and is unlikely to affect learning per se” and that “the way in which a medium is used is more important than simply having access to it.” Because online learning is delivering active learning, engaging learners who “scaffold” their learning (learning from other students and collaboratively building shared knowledge), and builds in time and expectations for student reflection, it is exceeding the outcomes of face-to-face learning that is basically expository in nature. There should really be no big surprise that better educational design results in better learning outcomes.
Your thoughts? Please fee free to leave a comment.
Mike
Share This4 Responses to “The Evidence on Online Education: It’s the Design, Not the Medium”
Paul Wade Says:
Dr. Offerman,
Thanks for highlighting the major findings of the DOE Report on the differences between face-to-face learning and this still new medium of online and blended learning. As a Capella Doctoral Candidate in the Counseling Psychology Program I have been following this issue for almost ten years now and it reminds me of the entrenched ideologues I have met in other facets of my professional career. These are the folks who have lost a true sense of what it is to remain open-minded and embrace change as our catalyst for moving forward towards modernization and technology as if this change in some way diminishes their egocentric view of themselves and their own education.
After spending twenty-two years in the United States Air Force I made a decision to follow my dream of becoming a Psychologist because I saw an opportunity to continue to support my family and still go to school as an online student using the GI Bill. In 2001 I began my Bachelor program at the University of Phoenix knowing it would take me two years (I already had two Associates degrees from the Community College of the Air Force). For the next five years I worked two jobs and went to school full time, first finishing my Bachelor Degree at UOP, and then entering the Psychology Masters program at Capella. Although I do not consider myself to be the sharpest knife in the drawer (I am the first in my family to get a college degree), I have excelled in this rigorous yet complementary educational design. While I have to admit that UOP was my initial choice because I did not even know about Capella at the time, I did my due diligence once I began looking for a reputable psychology program and was fortunate to find Capella. From my first hand experience Capella is far superior to the experiences I had a UOP.
I am now in my final year of my doctoral program and, looking back, if it had not been for the enticing design of the Capella innovation and the convenience of going to school while working and raising a family I think the road would have been much more difficult. Since May of 2001, I have been continuously enrolled full time in school taking only one quarter off, graduated with honors at UOP, finished my Masters at Capella with a 4.0 GPA, and have maintained a 3.96 GPA in my doctoral program.
All this being said I am extremely happy the DOE has finally acknowledged what so many of us have known for the last decade and the rest of the brick and mortar educational world has tried to suppress of so long…the quality of education and the convenience of the Capella format enhances learning and allows working adults to take responsibility for our own learning and education. Please continue to put students first in the journey towards educational excellence.
Thank you and warm regards,
Paul Wade
PsyD Counseling Psychology Learner
Mike Offerman Says:
Paul, thanks for taking time to not only comment but to share your story as well. I am very pleased to hear that you are nearing the end of what has been a long and successful journey to your dream. Great work! The real proof of the power and quality of online learning is the success that you have realized and the contributions that you and other online graduates will make in your chosen profession.
Mike
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Faith Dietz Says:
Thank you for this insightful article regarding online learning. I received a Master’s Degree in Human Resources Management in 2008 from Keller Graduate School, DeVry University. It fit my work and life schedule and was the best option for me at the time. I learned much more ‘on my own’ than I probably would have in a classroom at a specific time every week.
Ufortunately, I believe that the current societal workplace is not ready to see this type of learning. It is becoming more visible because of the Ivy League schools option to provide this type of learning; however, it still has a way to go to find credibility in some circles. Ultimately, it is my job to sell myself. I just wonder how much that degree option limits me and others.
Thank you again.
Peace to us all.
July 9th, 2009 at 9:24 am