Hi!

You can start with this classic from 2013:

Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1-47.

Download here https://www.sri.com/sites/default/files/publications/effectiveness_of_online_and_blended_learning.pdf

If I can "recommend" it is another more complex matter. It has been discussed a lot, what it really is trying to measure.

Maybe this article will help.

Article Meta-analysis of MALL research and design

The topic you are investigating is very interesting. At the moment I have no information. I wish you many successes.

Dear all

Many thanks Anders Norberg and Michael W. Marek. The SRI report does look like a classic. Also the MALL analysis looks relevant for the mobile potential (and more). In particular the identified themes are really interesting.

Indeed, Tania Acosta. It appears that the SRI article Anders is suggesting is a good place to start. I – by the way — also came across this report by Price and Kirkwood (2011), which also identifies a number of themes: http://www.lth.se/fileadmin/lth/genombrottet/DTR/PLATP_Main_Report_2011.pdf

Best wishes,

Mikkel

Hi again Mikkel!

Saw this question again, and made some reflections of what we could possibly look for concerning potential of TEL, or ICTs integrating into the teaching - learning process. The question is then, as I see it, not about substituting traditional teaching-learning practises with someting completely else - as what the concepts e-learning and online learning often conveys.

Here we should perhaps also not make the mistake of limiting the question to what anything computerish and digital has contributed with, we should have a more historical-contextual view, including also analogue ICTs, all from the invention of writing, through different reproducion and dissemination practises through print, laterna magica, chalk boards, films, video - and also the continuosly improved communication methods. They all seem to have one fuction in common: to decrease the friction of information (spreading and communication). What we use in education so far of the digital is also of this sort; decreasing information friction by being able to provide access to nformation, serve it in portions instantly, communicate very cheaply and fast over geography, etc. This is in that case just digitalisation of the old, which changes a lot in teaching and learning - how these activities can be handled in place and time, and also how much extra optional materials for teaching and learning that is available, which creates optional learning paths for students, and also less dependance on the teacher classroom lectures. It is also useful for reaching new groups, to widen participation in education, just through lower infirmation friction. Perhaps more - what else?

But lowering of information friction is not a unique feature for the digital era. Processing information outside biological brains is one of these new and unique features. ICTs can play chess...but also analyse a persons learning path and draw conclusions about the next portion of an individualised course. It can help provide maximal flow for the learner - a learning stuff never becomes to difficult so learning stops completely, and a motivated students should not be bored either by too much easy stuff - it also prevents flow. We have a lot to do in developing learning analytics and adaptive learning - the obvious next step, that many software companies and universities look at right now. These effects will e different, and change a lot more.