@phdthesis{wandera_continuing_2017, address = {Delaware}, title = {Continuing the {Conversation} {About} {Face}-to-{Face}, {Online}, and {Blended} {Learning} a {Meta}-{Analysis} of {Empirical} {Literature} 2006-2017}, copyright = {Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.}, url = {https://search.proquest.com/docview/1964254197/abstract/47EBE4E7E7ED4154PQ/1}, abstract = {This paper serves two purposes. First, it statistically compares learning outcomes of face-to-face, online and blended learning instruction. Then it looks at the instructional practices that are associated with effective blended and online learning. A meta-analysis of 30 studies, with 3,687 participants, resulted in 36 effect sizes. The contrasts comprised of 21 studies that looked at blended learning vs. face-to-face education, eight contrasts that looked at online learning vs. face-to-face education, and seven contrasts that looked at blended vs. online learning. The observed summary effect size was a small effect size of 0.397 with Confidence Interval (CI) of 0.242 to 0.553, with a Z-total of 5.000, and significant p {\textless}0.000. This implies that the overall effect size in treatment condition (blended or online learning) is 0.397 standard deviations higher than the control condition (face-to-face or online learning). There were eight instructional practices; self-directedness, peer interactions, feedback, multiple learning ways, student orientation, instructor presence, multiple assessments, and accountability. Instructional practices with over 90\% reported in studies included: accountability (100\%), multiple assessments (92\%), feedback (92\%), and multiple learning ways (92\%). All the instructional practices reported according to Cohen (1988) revealed a small average effect size. This meta-analysis recognizes that blended learning will be replacing face-to-face education and results showed a small significant gain in learning outcomes from a previous meta-analysis (Benard, Borokhovski, Schmid, Tamim, \& Abrami, 2014a, 2014b; Means, Toyama, Murphy, \& Baki, 2013; Vo, Zhu, \& Diep, 2017; Zhao, Lei, Yan, Lai, \& Tan, 2005).}, language = {en}, school = {Wilmington University (Delaware)}, author = {Wandera, Silas}, year = {2017}, note = {ISBN: 9780355384215 KerkoCite.ItemAlsoKnownAs: 2405685:HB4YNPAY}, keywords = {Blended learning, Education, Face-to-face, Hybrid learning, Instructional practices, Meta-analysis, Online learning}, }