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Cited by 96Online and Blended LearningEducation during COVID-19 pandemicOnline Learning Methods and Innovations

The effects of online education on academic success: A meta-analysis study

Open access
Ulum, Hakan·2022·Education and Information Technologies
DOI 10.1007/s10639-021-10740-8PMC PMC8419824
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Abstract

The purpose of this study is to analyze the effect of online education, which has been extensively used on student achievement since the beginning of the pandemic. In line with this purpose, a meta-analysis of the related studies focusing on the effect of online education on students' academic achievement in several countries between the years 2010 and 2021 was carried out. Furthermore, this study will provide a source to assist future studies with comparing the effect of online education on academic achievement before and after the pandemic. This meta-analysis study consists of 27 studies in total. The meta-analysis involves the studies conducted in the USA, Taiwan, Turkey, China, Philippines, Ireland, and Georgia. The studies included in the meta-analysis are experimental studies, and the total sample size is 1772. In the study, the funnel plot, Duval and Tweedie's Trip and Fill Analysis, Orwin's Safe N Analysis, and Egger's Regression Test were utilized to determine the publication bias, which has been found to be quite low. Besides, Hedge's g statistic was employed to measure the effect size for the difference between the means performed in accordance with the random effects model. The results of the study show that the effect size of online education on academic achievement is on a medium level. The heterogeneity test results of the meta-analysis study display that the effect size does not differ in terms of class level, country, online education approaches, and lecture moderators.

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  • Interest has grown in varied content-delivery formats, including online, blended, and hybrid instruction.

    “Additionally, from an instructional perspective, there has been a growing interest in different modes and models of content delivery such as online, blended, and hybrid modes (e.g., Cheok & Wong, 2015; Kazu & Yalçin, 2022; Ulum, 2022).”

    From Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review (2023) · cites this paper as Ulum, 2022

    The Introduction (page unavailable) says online education has been discussed more intensely than before, and Findings and results (page unavailable) describes different approaches, including blended learning. These passages support growing interest in online instruction and the existence of varied formats, but they do not specifically address growing interest in hybrid instruction. (LLM, conf=0.84)

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Research works printed but not linked: 3

  1. *Chiang, T. H. C., Yang, S. J. H., & Hwang, G. J. (2014). An augmented reality-based mobile learning system to improve students’ learning achievements and motivations in natural science inquiry activities. Educational Technology and Society, 17(4), 352–365. Retrieved on the 11th of September, 2020 from https://www.researchgate.net/profile/Gwo_Jen_Hwang/publication/287529242_An_Augmented_Reality-based_Mobile_Learning_System_to_Improve_Students'_Learning_Achievements_and_Motivations_in_Natural_Science_Inquiry_Activities/links/57198c4808ae30c3f9f2c4ac.pdf
  2. Cohen, L., Manion, L., & Morrison, K. (2007). Observation. Research Methods in Education, 6, 396–412. Retrieved on the 11th of September, 2020 from https://www.researchgate.net/profile/Nabil_Ashraf2/post/How_to_get_surface_potential_Vs_Voltage_curve_from_CV_and_GV_measurements_of_MOS_capacitor/attachment/5ac6033cb53d2f63c3c405b4/AS%3A612011817844736%401522926396219/download/Very+important_C-V+characterization+Lehigh+University+thesis.pdf
  3. Ercan O Bilen K Effect of web assisted education supported by six thinking hats on students’ academic achievement in science and technology classes European Journal of Educational Research 2014 3 1 9 23 10.12973/eu-jer.3.1.9 · DOI

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Authors
Ulum, H.
Affiliations
Mi̇lli̇ Eği̇ti̇m Bakanliği (TR)
Corresponding author
Ulum, Hakan
ORCID
Ulum, Hakan
Venue
Education and Information Technologies
Publisher
Springer Science and Business Media LLC
Published
2021-09-06
Volume
27
Issue
1
Pages
429-450
ISSN
  • 1360-2357 (ISSN-L)
  • 1573-7608
DOI
10.1007/s10639-021-10740-8
PMC
PMC8419824
OpenAlex
W3196779381
Cited by
96
References
74
Citations by year
2026: 9 · 2025: 20 · 2024: 31 · 2023: 24 · 2022: 12
FWCI
4.12
Type
journal article
Language
en
Open access
Licence
Locations
  • Education and Information Technologies (publishedVersion, other-oa)
  • PubMed Central (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Social Sciences › Education › Online and Blended Learning
  • Social Sciences › Education › Education during COVID-19 pandemic
  • Social Sciences › Education › Online Learning Methods and Innovations
Keywords
online learning, academic performance, COVID-19 pandemic, effect size, publication bias, online vs face-to-face learning

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