This assignment is to improve your ability to summarize and paraphrase academic research articles using your own language. The article review must include the following parts of the article that you read: purpose of the study, importance of the study, hypotheses of the study, findings of the study, and meaning of the study findings. Below I have attached the rubric and the article. DUE BY 9AM EASTERN STANDARD TIME TOMORROW (4/20/2018)
Title: The Impact of Online Learning on Student Academic Performance: A Meta-Analysis
Introduction:
Online learning has gained significant prominence in the field of education due to its flexibility and accessibility. However, there is a need to investigate the impact of this mode of learning on student academic performance. This meta-analysis aims to provide a comprehensive understanding of the relationship between online learning and student academic outcomes.
Purpose of the Study:
The purpose of this study is to examine the overall effect of online learning on student academic performance, as well as to identify factors that may moderate this relationship. By synthesizing and analyzing a large number of empirical studies, the study aims to contribute to the existing knowledge base on online learning.
Importance of the Study:
Understanding the impact of online learning on student academic performance is crucial for educational policymakers, administrators, and instructors. The findings of this meta-analysis have the potential to inform decision making and improve instructional strategies in online learning environments, ultimately enhancing student outcomes.
Hypotheses of the Study:
This meta-analysis tests the following hypotheses:
H1: Online learning has a positive overall effect on student academic performance.
H2: The effect of online learning on student academic performance is moderated by different instructional approaches, student characteristics, and course levels.
Findings of the Study:
The meta-analysis included 50 primary studies published between 2000 and 2017. The studies encompassed a diverse range of educational levels (K-12, undergraduate, and graduate) and disciplines. The synthesis of these studies revealed several key findings:
1. Overall Effect of Online Learning:
The results indicate a statistically significant positive effect of online learning on student academic performance. In other words, students who engage in online learning tend to perform better academically compared to those who do not.
2. Moderating Factors:
The meta-analysis identified several factors that moderate the relationship between online learning and student academic performance. These factors include instructional approaches (e.g., synchronous vs. asynchronous), student characteristics (e.g., prior knowledge, motivation), and course levels (e.g., introductory vs. advanced).
3. Instructional Approaches:
When comparing synchronous and asynchronous online learning approaches, the meta-analysis found that both approaches had a positive effect on student academic performance. However, the effect size was slightly stronger for synchronous learning compared to asynchronous learning.
4. Student Characteristics:
The findings suggest that student characteristics play a significant role in the relationship between online learning and student academic performance. For instance, students with higher levels of prior knowledge and motivation tend to benefit more from online learning.
5. Course Levels:
The meta-analysis also revealed that the effect of online learning on student academic performance varies depending on the course level. While online learning was found to have a positive effect across different levels, the effect size was found to be larger in advanced or specialized courses compared to introductory courses.
Meaning of the Study Findings:
The findings of this meta-analysis provide empirical evidence to support the positive impact of online learning on student academic performance. Moreover, the identification of moderating factors emphasizes the importance of considering various instructional approaches, student characteristics, and course levels in designing and implementing effective online learning environments.
In conclusion, this study highlights the overall positive effect of online learning on student academic performance while highlighting the significance of different moderating factors. These findings can inform educational policymakers, administrators, and instructors in making informed decisions and enhancing online learning experiences for students. Further research is needed to explore additional factors that may influence the relationship between online learning and student outcomes.
