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The Effectiveness of Interactive Distance Education Technologies in K-12 Learning: A Meta-Analysis
Article

, University of North Florida, United States

IJET Volume 7, Number 1, ISSN 1077-9124 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This article summarizes a quantitative synthesis of studies of
the effectiveness of interactive distance education using vid-eoconferencing
and telecommunications for K-12 academic
achievement. Effect sizes for 19 experimental and quasi-ex-perimental
studies including 929 student participants were
analyzed across sample characteristics, study methods, learn-ing
environment, learner attributes, and technological char-acteristics.
The overall mean effect size was 0.147, a small
positive effect in favor of distance education. Effect sizes
were more positive for interactive distance education pro-grams
that combine an individualized approach with tradi-tional
classroom instruction. Programs including instruction
delivered through telecommunications, enhancement of
classroom learning, short duration, and small groups yielded
larger effect sizes than programs using videoconferencing,
primary instruction through distance, long duration, and
large groups. Studies of distance education for all academic
content areas except foreign language resulted in positive ef-fect
sizes. This synthesis supports the use of interactive dis-tance
education to complement, enhance, and expand educa-tion
options because distance education can be expected to
result in achievement at least comparable to traditional in-struction
in most academic circumstances.

Citation

Cavanaugh, C.S. (2001). The Effectiveness of Interactive Distance Education Technologies in K-12 Learning: A Meta-Analysis. International Journal of Educational Telecommunications, 7(1), 73-88. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved April 25, 2019 from .

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