Is eLearning really effective?

When looking at the existing body of research on eLearning there are several factors to keep in mind. The first thing to consider is the wide range of terminology and technology that are involved with online learning. We consider eLearning to encompass virtual classrooms that some studies may call distance learning or distributed learning , as well as self paced and computer delivered instruction such as web tutorials and CBT . This range is so large that no study could adequately prove eLearning's effectiveness. As a result we are more concerned with any studies related to the effectiveness of any independent form of eLearning.

There is a huge body of research on distance learning beteween the years of 1952 and 1992 that seems to conclude that learning outcomes are not that different from those of a traditional classroom. The major problem with this research is that it looks primarily at televised instruction rather than web & computer based instruction. Although this research is somewhat related it is not what we need.

More recent research on distance learning programs that use web technologies has had positive findings. Several studies indicate that students taking distance learning courses have similar attitudes, grades and test scores as those students in traditional classrooms. However, some analysis suggests that these studies have critical shortcomings that prevent their findings from being accepted.

There seems to be some agreement that there are important gaps in the existing research related to online courses. Future research is needed that:

Looks at the effects of several technologies rather than simply comparing a single technology to traditional classroom interaction.
Considers differences in learners such as age, motivation and learning style.
Evaluates entire online programs rather than simply single classes.