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Meta-Analytic Study: Student Connectedness Across On-Ground, Fully Online, And Hybrid Contexts, Hannah L. Smith, An H. Dang, R. M. Mueller
Meta-Analytic Study: Student Connectedness Across On-Ground, Fully Online, And Hybrid Contexts, Hannah L. Smith, An H. Dang, R. M. Mueller
Reed M. Mueller, Ph.D.
This meta-analysis was conducted to assess student sense of classroom community across three class contexts in post-secondary education settings: On-ground (OG), Hybrid (Hy), and Fully Online (FO). The group comparison of OG versus FO resulted in a significant difference (Hedge’s g = 0.749, p < 0.001), representing a relatively large effect size. The outcome of the student connectedness and overall SOC in the OG versus Hy condition resulted in a smaller effect size, which was not statistically significant (g = -.0158, p = 0.566). When results from OL and Hy conditions were aggregated, a significant difference between them and OG …
A Meta-Analysis On Involvement In Learning Outcomes Across On-Ground, Online, And Hybrid Classroom Settings, An H. Dang, Hannah L. Smith, R. M. Mueller
A Meta-Analysis On Involvement In Learning Outcomes Across On-Ground, Online, And Hybrid Classroom Settings, An H. Dang, Hannah L. Smith, R. M. Mueller
Reed M. Mueller, Ph.D.
In this meta-analysis we investigate the influence of psychological sense of community (PSOC) on post-secondary students’ outcomes. When comparing the OG and FO settings, the Hedges’s g of .343 (p = .003) indicated that on-ground courses have a moderate, positive effect on student involvement in learning outcomes when measured by CCS than those in fully online courses. The When comparing the OG and Hy settings, there was no significant difference between students in these groups with regard to self-reported student involvement in learning [Hedges’s g = .164, p = .362)].