DEL MAR, Calif.--(EON: Enhanced Online News)--A recent study has revealed that 70 percent of the time students taking courses through distance education outperformed their student counterparts in traditionally instructed courses.
“These technological advances have influenced education systems to pursue the development of new and innovative methods for delivering education.”
This meta-analysis based research, conducted by Dr. Mickey Shachar and Dr. Yoram Neumann, an internationally known scholar and leader in higher education who is the President and CEO of United States University, analyzed and compared the differences between the academic performances of students enrolled in distance education courses relative to those enrolled in traditional settings, as demonstrated by their final course scores. The study evaluated a 20-year period (1990-2009) and is broken down into four distinct sub-periods.
“The last decade of the 20th century and the first of the 21st have seen dramatic changes due to the great advancements in telecommunications, largely due to the Internet,” said Dr. Neumann. “These technological advances have influenced education systems to pursue the development of new and innovative methods for delivering education.
“The traditional Face-to-Face classroom mode has transformed into new delivery methods and platforms, such as correspondence and Internet-online, collectively known as Distance Education. Distance education courses can virtually provide education ’anywhere’ at ‘anytime’ and at ‘any place.’
“The advent of new education methods was not easily accepted by the academic and training communities, which criticized the quality of distance education to that of a face-to-face classroom environment. This concern has resulted in extensive research into the factors that affect the quality of distance education courses,” added Dr. Neumann.
The purpose of the study extended beyond the scope of all previous meta-analysis studies and sought to: (1) provide a summative answer to the question of the differences on academic performance between traditional and distance learning programs in the last 20 years, (2) to identify distinct educational periods in the last two decades, and (3) to examine the trend across the distinct educational periods on the academic performance dependant variable.
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