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A Literature Review: Efficacy of Online Learning Courses for Higher Education Institution Using Meta-Analysis

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Title: A Literature Review: Efficacy of Online Learning Courses for Higher Education Institution Using Meta-Analysis
Language: English
Authors: Castro, Mayleen Dorcas B. (ORCID 0000-0002-6618-6958), Tumibay, Gilbert M.
Source: Education and Information Technologies. Mar 2021 26(2):1367-1385.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: Online Courses, Electronic Learning, Instructional Effectiveness, Instructional Design, Higher Education, Access to Education, Institutional Role, Delivery Systems, Adoption (Ideas), Synchronous Communication, Educational Research
DOI: 10.1007/s10639-019-10027-z
ISSN: 1360-2357
Abstract: The Internet has made online learning possible, and many educators and researchers are interested in online learning courses to enhance and improve the student learning outcomes while battling the shortage in resources, facilities and equipment particularly in higher education institution. Online learning has become popular because of its potential for providing more flexible access to content and instruction at any time, from any place. It is imperative that the researchers consider, and examine the efficacy of online learning in educating students. For this study, the researchers reviewed literature through meta-analysis as the method of research concerning the use of ADDIE (Analysis, Design, Development, Implementation and Evaluation) framework for designing and developing instructional materials that can provide wider access to quality higher education. This framework can be used to list generic processes that instructional designers and training developers use (Morrison et al., 2010). It represents a descriptive guideline for building effective training and performance support tools in five phases, as follows: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. The researchers collected papers relating to online learning courses efficacy studies to provide a synthesis of scientifically rigorous knowledge in online learning courses, the researchers searched on ERIC (Education Resources Information Center), ProQuest databases, PubMed, Crossref, Scribd EBSCO, and Scopus. The researchers also conducted a manual search using Google Scholar. Based on the analysis, three main themes developed: (1) comparison of online learning and traditional face-to-face setting, (2) identification of important factors of online learning delivery, and (3) factors of institutional adoption of online learning. Based on the results obtained 50 articles. The researchers examine each paper and found 30 articles that met the efficacy of online learning courses through having well-planned, well-designed courses and programs for higher education institution. Also, it highlights the importance of instructional design and the active role of institutions play in providing support structures for educators and students. Identification of different processes and activities in designing and developing an Online Learning Courses for Higher Education Institution will be the second phase of this study for which the researchers will consider using the theoretical aspect of the ADDIE framework.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1292234
Database: ERIC
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  Data: A Literature Review: Efficacy of Online Learning Courses for Higher Education Institution Using Meta-Analysis
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  Data: <searchLink fieldCode="AR" term="%22Castro%2C+Mayleen+Dorcas+B%2E%22">Castro, Mayleen Dorcas B.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6618-6958">0000-0002-6618-6958</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tumibay%2C+Gilbert+M%2E%22">Tumibay, Gilbert M.</searchLink>
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 10.1007/s10639-019-10027-z
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  Data: 1360-2357
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  Data: The Internet has made online learning possible, and many educators and researchers are interested in online learning courses to enhance and improve the student learning outcomes while battling the shortage in resources, facilities and equipment particularly in higher education institution. Online learning has become popular because of its potential for providing more flexible access to content and instruction at any time, from any place. It is imperative that the researchers consider, and examine the efficacy of online learning in educating students. For this study, the researchers reviewed literature through meta-analysis as the method of research concerning the use of ADDIE (Analysis, Design, Development, Implementation and Evaluation) framework for designing and developing instructional materials that can provide wider access to quality higher education. This framework can be used to list generic processes that instructional designers and training developers use (Morrison et al., 2010). It represents a descriptive guideline for building effective training and performance support tools in five phases, as follows: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. The researchers collected papers relating to online learning courses efficacy studies to provide a synthesis of scientifically rigorous knowledge in online learning courses, the researchers searched on ERIC (Education Resources Information Center), ProQuest databases, PubMed, Crossref, Scribd EBSCO, and Scopus. The researchers also conducted a manual search using Google Scholar. Based on the analysis, three main themes developed: (1) comparison of online learning and traditional face-to-face setting, (2) identification of important factors of online learning delivery, and (3) factors of institutional adoption of online learning. Based on the results obtained 50 articles. The researchers examine each paper and found 30 articles that met the efficacy of online learning courses through having well-planned, well-designed courses and programs for higher education institution. Also, it highlights the importance of instructional design and the active role of institutions play in providing support structures for educators and students. Identification of different processes and activities in designing and developing an Online Learning Courses for Higher Education Institution will be the second phase of this study for which the researchers will consider using the theoretical aspect of the ADDIE framework.
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