Title of Study:  The Effects of Distance Education on K-12 Student Outcomes:  A Meta-Analysis

Author(s): Cathy Cavanaugh, Kathy Jo Gillan, Jeff Kromrey, Melinda Hess, Robert Blomeyer

Summary:
This meta-analysis synthesized data from 14 studies between 1999 and 2004 that compared web-delivered distance education with classroom-based learning.

Sponsoring entity(s): Learning Point Associates

Date conducted: 2004

Location of the study: This study can be accessed through the NCREL website.

Setting(s) addressed:

• Online learning

Targeted population(s):

• K-12

Primary sources of evidence used in the study or report:

• Statistical meta-analysis of results from 14 web-based K-12 distance education programs studied between 1999 and 2004

Primary Technology Application(s) Addressed:

• Online learning

Major education topic(s) addressed:

• Online learning

Major findings/conclusions:

• There was no significant difference in student performance between students participating in online classes and those in face-to-face classrooms.  Both were equally effective.

Practical implications of the findings:

• Online learning can increase the school day or school year for students who need additional learning time
• Online learning can provide access to a broader range of courses than would otherwise be available
• Online learning can provide scheduling flexibility and personalization
• Online learning can provide opportunities to accelerate learning

Reviewer Comments:
The studies analyzed for this meta-analysis were carefully screened from a much larger pool of research to meet specific criteria including having quantitative data for which effect size could be computed.  Appropriate statistical analyses were performed.