The effectiveness of interactive distance education technologies in K-12 learning: A meta-analysis

This paper summarizes a quantitative synthesis of studies of the effectiveness of interactive distance education using videoconferencing and telecommunications for K-12 academic achievement. Effect sizes for 19 experimental and quasi-experimental studies including 929 student participants were analyzed across sample characteristics, study methods, learning environment, learner attributes, and technological characteristics. 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 programs that combine an individualized approach with traditional classroom instruction. Programs including instruction delivered via telecommunications, enhancement of classroom learning, short duration, and small groups yielded larger effect sizes than programs using videoconferencing, primary instruction via distance, long duration, and large groups. Studies of distance education for all academic content areas except foreign language resulted in positive effect sizes. This synthesis supports the use of interactive distance education to complement, enhance and expand education options because distance education can be expected to result in achievement at least comparable to traditional instruction in most academic circumstances. (Contains 59 references and an appendix of studies.) (Author/AEF) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** The Effectiveness of Interactive Distance Learning Technologies on K-12 Academic Achievement U.S. DEPARTMENT OF EDUCATION Office of Educational Research and improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 0 This document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. 6 Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. By: Catherine S. Cavanaugh 2 "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY C. Cavanaugh TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). " The Effectiveness of Interactive Distance Education Technologies in K-12 Learning: A Meta-Analysis Catherine S. Cavanaugh University of South Florida, Tampa This paper summarizes a quantitative synthesis of studies of the effectiveness of interactive distance education using videoconferencing and telecommunications for K-12 academic achievement. Effect sizes for 19 experimental and quasiexperimental studies including 929 student participants were analyzed across sample characteristics, study methods, learning environment, learner attributes, and technological characteristics. 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 programs that combine an individualized approach with traditional classroom instruction. Programs including instruction delivered via telecommunications, enhancement of classroom learning, short duration, and small groups yielded larger effect sizes than programs using videoconferencing, primary instruction via distance, long duration, and large groups. Studies of distance education for all academic content areas except foreign language resulted in positive effect sizes. This synthesis supports the use of interactive distance education to complement, enhance and expand education options because distance education can be expected to result in achievement at least comparable to traditional instruction in most academic circumstances. Between 1989 and 1996, the number of instructional computers in schools increased over 200% and by 1997, the number of schools with Internet access had reached 70% (Software Publishers Association, 1998). In today's education climate, use of current technology becomes