(OEO)

CNNIC,25

U.S. Department of Education Evaluation of Evidence-Based Practices in Online Learning A Meta-Analysis and Review of Online Learning Studies Online better than face-to-face The meta-analysis found that, on average, students in online learning conditions performed better than those receiving traditional face-to-face instruction. Jury out on blended Instruction combining online and face-to-face elements had a larger advantage relative to purely face-to-face instruction than did purely online instruction. Online and on-task Studies in which learners in the online condition spent more time on task than students in the face-to-face condition found a greater benefit for online learning.

Online is all good Most of the variations in the way in which different studies implemented online learning did not affect student learning outcomes significantly. Blended no better than online Blended and purely online learning conditions implemented within a single study generally result in similar student learning outcomes. Let learners learn Online learning can be enhanced by giving learners control of their interactions with media and prompting learner reflection. Online good for everyone The effectiveness of online learning approaches appears quite broad across different content and learner types. Get them doing things Online learning can be enhanced by giving learners control of their interactions with media and prompting learner reflection.

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Very fast rise of learning curve at very young age ( ~ 5-7 years old )Rapid fall of learning curve after graduation ( ~ 3-5 years after graduation)Major obstacles to lifelong learning : money, time, and flexibility

1998Brigham Young UniversityDavid Wiley(Open Source Code Software)

(OpenCourseWare) (learning object collectionMERLOT) (reference collectionUTOPIA (Carnegie Mellon University, CMU) Moodle groupwareOSLO Creative Commons OKI, Marguiles, Sinou, & Thille, 2005

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