1. Studies in Distance Education:
Which Do You Prefer?
At Home or in the Classroom
Versus
Click here Click here

2. Table of Contents
1. Comparison of two models: Classroom or
Distance Education
I. Practical Solutions to Increase Achievement
II. The Effectiveness of Distance Education
Models
2. Traditional Approaches to Distance Education
3. New Developments in Effectiveness of
Technology on Distance Learning
4. How Much of a Role Does Distance Teaching
Methods Play in Student Achievement

3. Classroom, the Traditional Model
Positives and Negatives of the classroom model
• Face to Face Interaction between student and
teacher (Bernard et al, p.400, 2004)
• Face to Face Interaction with other students
(Bernard et al, p.400, 2004)
• Does not account for new media that have increased
effectiveness (Bernard et al, p.389,2004)
• Effectiveness in distance learning limited to certain
subject areas (Bernard et al, p 400, 2004)
Click, for comparison
of each model in pretest and post test

4. Distance Education – You’ve come a
Long Way?
• Positives
Distance Education is not what it used to
be, much more computer based and
interactive (Bernard et al, p. 380, 2004)
High Dropout rates of Distance Education
lowered as isolation and lack of
communication have been overcome
(Bernard et al, p. 404, 2004)
more about distance education
Press
Here

5. My Thoughts – Classroom versus
Distance Education
• I believe my age gives me an advantage when it comes
to dealing with technology in the classroom. I age at
the perfect age to be literate in each and therefore
effective with my students in either forum. Dr. Robert
Bernard and his co-authors are looking primarily at the
effectiveness of studies on distance education as it is a
relatively new medium. I remember when I was in
junior high school the early days of video conferencing
and how radical we thought that was. Now an entire
study is dedicated to the effectiveness of various forms
of distance education.

6. Data Analysis in Comparison of a
Online and Offline Model :
Online Group
Offlne Group
Post Test
Pretest
0 10 20 30 40
Although the offline group scored higher in each case the rate of increase
was greater for the online model suggesting a more substantial amount of
learning took place (Thirunarayanan and Perez-Prado, p. 135, Winter 2001-
2002).
Click on blue box to compare with
virtual student achievement

7. Web- Based Education – Where do we
go form here?
• Distance education done through the internet is
relatively new phenomenon ( Thirunarayanan
and Perez-Prado,p.131, Winter 2001-2002).
• Web “seems to be compatible with the way
students learn” (Owston, p.29, 1997).
• Web will become more interactive and more
compatible with learning objectives as
technology increased ( Thirunarayanan and
Perez-Prado, p. 136, Winter 2001-2002).
• Click below to see how these findings stack up
against others.

8. Viewing the Quantitative Model:
• It seems to me that this article took an
approach similar to the one our EDUC 200
class objective takes. A student learning the
material is the most important part of our
mission as teachers. If a combination of web-
based and traditional approaches work, we
must be open to them. We are here to provide
practical solutions for education. Numbers
don’t lie and this study proves web-based
learning may be a solution.

9. Promoting Success in the Virtual
Classroom
• Traditionally attrition rates for the distance
education student (Roblyer et al. , p.90, 2008)
Virtual Teachers Provide Promote
Students aren’t Support active
dropout at succeeding needed to involvement
higher rates in their insure better early enough
mission success to foster
achievement

10. Success Among Virtual Students
Grade
A
B
C
D
F or I
Drop/Withdraw
From Table 1 ( Roblyer et al. , p. 97, 2008), this study
shows how much work is left to be done. Almost 50% got
an A in this case study virtual class but nearly 50% also
received a D, F, I, or dropped or withdrew indicating some
lack of support or motivation.

11. Interactive Teaching Duties
We as teachers need to be supportive of
students regarding of classroom setting. The
virtual classroom is not going away and as
technology increases it will gain prominence.
Encouraging active engagement combined
with prior achievement is likely a greater
indicator for success ( Roblyer et al.
,p.105, 2008). This means we as teachers have
a huge role to play in the virtual classroom.
Navigate to flowchart demonstrating how
to promote success in a virtual classroom Press
Here

12. Conclusion
• All the studies presented here indicate that
educators can have as much, if not more success
in a virtual environment.
• The route we take in a virtual classroom is no
different, get kids involved early and often and
we will succeed.
Citations
Bernard, Robert et al. (2004)”how Does Distance Education Compare With Classroom
Instruction? A Meta-Analysis of the Empirical Literature.
Roblyer M.D. et al. (2008) “Toward Practical Procedures for Predicting Success
in Virtual School Students,” American Journal of Distance Education vol
22, 2008
Thirunarayanan, M.O. and Aixa Perez-Prado. (2002) “Comparing Web-Based and
Classroom-Based Learning: A Quantitative Study” Journal of Research on
Technology in Education 34(2) Winter 2001-2002