The present meta-analysis is a comprehensive investigation of the effectiveness of online/distance educational opportunities on student achievement specifically for students with disabilities in grades K-12. An overall effect size of d = -.015 was calculated from 7 studies for a total of 54 different effect size measures, based on a sample of data from n = 24,031 participants. These results suggest that the achievement level of the typical students with disabilities did not differ from the achievement of students in the control group. However, further investigation indicates that students with disabilities experiencing online/distance education performed better than comparable students with disabilities who were in traditional face-to-face classrooms. Study demonstrates that sub-categories can be used to further the understanding of how the use of online/distance education could serve as one solution for shrinking the achievement gap for exceptional individuals. Implications and limitations are discussed.
| Published in | International Journal of Elementary Education (Volume 5, Issue 1) |
| DOI | 10.11648/j.ijeedu.20160501.12 |
| Page(s) | 8-16 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2016. Published by Science Publishing Group |
Online Education, Online Learning, Distance Education, K-12, Special Education, Meta-Analysis
| [1] | Bodzin, A. M., Waller, P. L., Santoro, L. E., & Kale, D. (2007). Investigating the use of inquiry and web-based activities with inclusive biology learners. The American Biology Teacher, 69(5), 273-279. |
| [2] | Burton, L. J. & Bruening J. E. (2003) Technology and methodology intersect in the on-line focus group. Quest, 55 (4), 315-327. |
| [3] | Burton, L, & Goldsmith, D. (2002). Students’ experiences in online course: A study using asynchronous online focus groups. Report presented to the Connecticut Distance Learning Consortium. Retrieved from http://www.ctdlc.org/ResourceDocs/evaluation/StudentExperience.pdf |
| [4] | Cohen, J. (1992). “A power primer”. Psychological Bulletin 112 (1): 155-159. New York University. Retrieved December 18, 2012 from http://web.vu.lt/fsf/d.noreika/files/2011/10/Cohen-J-1992-A-power-primer-kokio-reikia-imties-dyd%C5%BEio.pdf |
| [5] | Comprehensive Meta-Analysis. (2009). Retrieved October 20, 2009, from http://www.metaanalysis.com |
| [6] | Dowling, C., Godfrey, J. M., & Gyles, N. (2003). Do hybrid flexible delivery teaching methods improve accounting students’ learning outcomes? Accounting Education, 12, 373–391. |
| [7] | Egger, M., Smith, G. D., Schneider, M., & Minder, C. (September 1997). "Bias in meta-analysis detected by a simple, graphical test". BMJ, 315 (7109): 629–624. |
| [8] | Englert, C. S., Wu, X., Zhao, Y. (2005). Cognitive tools for writing: Scaffolding performance of students through technology. Learning Disabilities Research & Practice, 20(3), 184-198. |
| [9] | Englert, C. S., Zhoa, Y., Dunsmore, K., Collings, N. Y., & Wolbres, K. (2014). Learning Disability Quarterly, 30(1), 9-29. |
| [10] | Francescucci, A., & Foster, M. (2013). The VIRI classroom: the impact of blended synchronous online course on student performance, engagement, and satisfaction. Canadian Journal of Higher Education, 43(3), 78-91. |
| [11] | Glass, G. V., McGaw, B., & Smith, M. L. (1981). Meta-analysis I social research. London: Sage Publications. |
| [12] | Graham, C. R. (2013). Emerging practice and research in blended learning. In M. G. Moore (Ed.), Handbook of distance education (3rd ed., pp. 333–350). New York, NY: Routledge. |
| [13] | Habib, L., Berget, G., Sandnes, F. E., Sanderson, N., Kahn, P., Fagernes, S., & Olcay, A. (2012). Dyslexic students in higher education and virtual learning environments: An exploratory study. Journal of Computer Assisted Learning, doi: 10.1111/j.1365-2729.2012.00486.x. |
| [14] | Hedges, L. V. (1983). A random effects model for effect sizes. Psychological Bulletin, 93, 388-395. |
| [15] | Hunter, J. E., & Schmidt, F. L. (2004). Methods of meta-analysis: Correcting error and bias in research findings (2nd edition). Newbury Park, CA: Sage. Hillsdale, NJ. |
| [16] | Izzo, M. V., Yurick, A., Nagaraja, H. N., & Novak, J. A. (2010). Effects of a 21st-Century curriculum on students information technology and transition skills. Career Development for Exceptional Individuals. 33(2), 95-105. |
| [17] | Kim, A., Vaughn, S., Klingner, J. K., Woodruff, A. L., Reutebuch, C. K., & Kouzekanani, K. (2006). Improving the reading comprehension of middle school students with disabilities through computer-assisted collaborative strategic reading. Remedial and Special Education, 27(4), 235-249. |
| [18] | Larwin, K. H. (2005). The impact of computer-assisted instruction on student achievement in post-secondary statistics education: A meta-analysis. (Unpublished Master’s Thesis, Kent State University). |
| [19] | Larwin, K. H. (2013, April). Examining academic impacts of online education on special education populations: 2010-2013 results from publically Pennsylvania State Educational Data. Presentation to the Western Pennsylvania school administrators. |
| [20] | Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). U. S. Department of Education, Office of Planning, Evaluation, and Policy Development, Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, Washington, D. C. |
| [21] | Meehan, M. L., Cowley, K. S., Schumacher, D., Hauser, B., & Croom, N. D. M. (2003, July). Classroom environment, instructional resources, and teaching differences in high-performing Kentucky schools with achievement gaps. Charleston, WV: AEL, Inc. |
| [22] | NCD (2004). Improving Educational Outcomes for Students with Disabilities. Retrieved from http://www.educationalpolicy.org/pdf/ncd.pdf |
| [23] | NAEP (2013). Policy Insider: Council for Exceptional Children. Retrieved from http://www.policyinsider.org/2013/11/naep-results-show-wide-achievement-gaps-between-students-with-without-disabilities.html |
| [24] | Peterson, C., L., & Bond, N. (2004). Online compared to face-to-face teacher preparation for learning standards-based planning skills. Journal of Research on Technology in Education, (36)4, 345-347. |
| [25] | Richardson, J. T. E. (2009). The attainment and experiences of disabled students in distance education. Distance Education, 30(1), 87-88. |
| [26] | Sadaghiani, H. R. (2011). Using multimedia learning modules in a hybrid-online course in electricity and magnetism. Physical Education Research, doi: 10.1103/PhysRevSTPER.7.010102. |
| [27] | Savi, C. O., Savenye, W., & Rowland, C. (2008). The effects of implementing web accessibility standards on the success of secondary adolescents. Journal of Educational Multimedia and Hypermedia, 17(3), 387-411. |
| [28] | Schneider, S., Kerwin, J., Frechtling, J., & Vivari, B. (2001). Characteristics of the discussion. in online and face-to-face focus groups. Social Science Computer Review, 20(1). 31-42. |
| [29] | Spitler, C., Repetto, J., & Cavanaugh, C. (2013). Investigation of a Special Education Program in a Public Cyber Charter School, American Journal of Special Education, doi: 10.1080/08923647.2013.754182, 27(1), 4-15. |
| [30] | Sivapunniam, N. (2009). Virtual realities: a blended learning approach to bridge the gap between diverse ESL learners. Retrieved August 28, 2014, from http://www.ukm.my/solls09/Proceeding/PDF/nackeeran.pdf |
| [31] | Thomas, E. (2013) A meta-analytic investigation examining effective characteristics of professional development in k-12 education since the inception of the no child left behind act of 2002. (Unpublished doctoral dissertation, Youngstown State University). |
| [32] | U. S. Department of Education (2010). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, Retrieved from www.ed.gov/about/offices/list/opepd/ppss/reports.html. |
| [33] | Yuan, L., Powell, S., & Oliver, B. (2014). Beyond MOOCs: Sustainable online learning in institutions. Center for Educational Technology, Interoperability, and Standards. Retrieved from http://publications.cetis.ac.uk/2014/898 |
| [34] | Yong, T. L., & Ping, L. C. (2008) Engaging academically at risk primary school students in an ICT mediated after school program. Australasian Journal of Educational Technology, 24(5), 521-539. |
| [35] | Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information and Management, 43, 15-27. |
APA Style
Karen H. Larwin, Matthew J. Erickson. (2016). The Potential Impact of Online/Distance Education for K-12 Special Education Students: A Meta-Analytic Investigation. International Journal of Elementary Education, 5(1), 8-16. https://doi.org/10.11648/j.ijeedu.20160501.12
ACS Style
Karen H. Larwin; Matthew J. Erickson. The Potential Impact of Online/Distance Education for K-12 Special Education Students: A Meta-Analytic Investigation. Int. J. Elem. Educ. 2016, 5(1), 8-16. doi: 10.11648/j.ijeedu.20160501.12
AMA Style
Karen H. Larwin, Matthew J. Erickson. The Potential Impact of Online/Distance Education for K-12 Special Education Students: A Meta-Analytic Investigation. Int J Elem Educ. 2016;5(1):8-16. doi: 10.11648/j.ijeedu.20160501.12
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.ijeedu.20160501.12,
author = {Karen H. Larwin and Matthew J. Erickson},
title = {The Potential Impact of Online/Distance Education for K-12 Special Education Students: A Meta-Analytic Investigation},
journal = {International Journal of Elementary Education},
volume = {5},
number = {1},
pages = {8-16},
doi = {10.11648/j.ijeedu.20160501.12},
url = {https://doi.org/10.11648/j.ijeedu.20160501.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20160501.12},
abstract = {The present meta-analysis is a comprehensive investigation of the effectiveness of online/distance educational opportunities on student achievement specifically for students with disabilities in grades K-12. An overall effect size of d = -.015 was calculated from 7 studies for a total of 54 different effect size measures, based on a sample of data from n = 24,031 participants. These results suggest that the achievement level of the typical students with disabilities did not differ from the achievement of students in the control group. However, further investigation indicates that students with disabilities experiencing online/distance education performed better than comparable students with disabilities who were in traditional face-to-face classrooms. Study demonstrates that sub-categories can be used to further the understanding of how the use of online/distance education could serve as one solution for shrinking the achievement gap for exceptional individuals. Implications and limitations are discussed.},
year = {2016}
}
TY - JOUR T1 - The Potential Impact of Online/Distance Education for K-12 Special Education Students: A Meta-Analytic Investigation AU - Karen H. Larwin AU - Matthew J. Erickson Y1 - 2016/01/09 PY - 2016 N1 - https://doi.org/10.11648/j.ijeedu.20160501.12 DO - 10.11648/j.ijeedu.20160501.12 T2 - International Journal of Elementary Education JF - International Journal of Elementary Education JO - International Journal of Elementary Education SP - 8 EP - 16 PB - Science Publishing Group SN - 2328-7640 UR - https://doi.org/10.11648/j.ijeedu.20160501.12 AB - The present meta-analysis is a comprehensive investigation of the effectiveness of online/distance educational opportunities on student achievement specifically for students with disabilities in grades K-12. An overall effect size of d = -.015 was calculated from 7 studies for a total of 54 different effect size measures, based on a sample of data from n = 24,031 participants. These results suggest that the achievement level of the typical students with disabilities did not differ from the achievement of students in the control group. However, further investigation indicates that students with disabilities experiencing online/distance education performed better than comparable students with disabilities who were in traditional face-to-face classrooms. Study demonstrates that sub-categories can be used to further the understanding of how the use of online/distance education could serve as one solution for shrinking the achievement gap for exceptional individuals. Implications and limitations are discussed. VL - 5 IS - 1 ER -
Information
Email: