Learning Performance
Online learning is expanding rapidly and helps students complete course requirements, but online students often have lower performance than face-to-face students.
For an overview of research on these topics, see "The Promises and Limits of Online Higher Education" by Di Xu and Ying Xu. For a discussion of equity issues in online learning, both prior to and since the pandemic, see "Equity in Online Learning" by Tamara Tate and Mark Warschauer.
Fischer, C., Nguyen, H., Estrella, G., & Collins, P. (2022). Examining Lecture and Inquiry-Based Laboratory Performance for Language Minority Students in Science Gateway Courses. PLoS ONE, 17(4), 1-15. doi 10.1371/journal.pone.0267188 [link] [request pdf]
Fischer, C., Baker, R., Li, Q., Orona, G., & Warschauer, M. (2021). Increasing success in higher education: The relationships of online course taking with college completion and time-to-degree. Educational Evaluation and Policy Analysis. Advance Online Publication. doi 10.3102/01623737211055768 [link] [request pdf]
Xu, D. & Ran, F., & Zhou, X. (2021). Adopting Online Learning in College Developmental Education Coursework: Impact on Course Persistence, Completion, and Subsequent Success. American Journal of Distance Education, 1-17. [link]
Fischer, C., Xu, D., Rodriguez, F., Denaro, K., & Warschauer, M. (2020). Effects of course modality in summer session: Enrollment patterns and student performance in face-to-face and online classes. The Internet and Higher Education, 45, 1-9. doi 10.1016/j.iheduc.2019.100710 [link] [request pdf]
Fischer, C., Xu, D., Rodriguez, F., Denaro, K., & Warschauer, M. (2020). Data on online and face-to-face course enrollments in a public research university during summer terms. Data in Brief, 29, 1-10. doi 10.1016/j.dib.2020.105320 [link] [request pdf]
Fischer, C., Xu, D., Rodriguez, F., Denaro, K., & Warschauer, M. (2020). Effects of course modality in summer session: Enrollment patterns and student performance in face-to-face and online classes. The Internet and Higher Education, 45, 1-9. [link][preprint].
Xu, D., Ran, X., & Zhou, X. (2019). Adopting online learning in college developmental education coursework: Impact on student course persistence, completion, and subsequent success. In Center for the Analysis of Postsecondary Readiness Conference. New York. US. [paper]
Cung, B., Xu, D., Eichhorn, S., & Warschauer, M., (2019). Getting academically underprepared students ready through college developmental education: Does the course delivery format matter? American Journal of Distance Education, 33(3), 1-17. [link]
Fischer, C., Baker, R., Li, Q., Orona, G., & Warschauer, M. (2019, April). Does course-taking increase distal student success? Examining impacts on college graduation rates and time-to-degree. Paper presented at the annual meeting of the American Educational Research Association (AERA), Toronto, Canada. [paper]
Fischer, C., Baker, R., Li, Q., Rodriguez, F., Xu, D., & Warschauer, M. (2018, October). Online learning in higher education: Examining short-term and distal outcomes. Poster presented at the CRESST Conference, Los Angeles, CA. [poster]
Fischer, C., Zhou, N., Rodriguez, F., Warschauer, M., & King, S. (2019). Improving college student success in organic chemistry: Impact of an online preparatory course. Journal of Chemical Education, 96(5), 857-864. [link][preprint]
Wu, L. L., Fischer, C., Rodriguez, F., & Washington, G. (2018). Evaluation of online learning in a first-year engineering design course. Proceedings of the Annual Conference and Exposition of the American Society of Engineering Education, Salt Lake City, UT. [paper]
King, S., Zhou, N., Fischer, C., Rodriguez, F., & Warschauer, M. (2019). Enhancing student learning and retention in organic chemistry: Benefits of an online organic chemistry preparatory course. In S. Kradtap Hartwell & T. Gupta (Eds.), From General to Organic Chemistry: Courses and Curricula to Enhance Student Retention (pp. 119-128). Washington, DC: American Chemical Association. [link][paper]
Xu, D., Glick, D., Rodriguez, F., Cung, B., Li, Q., & Warschauer, M. (2019). Does blended instruction enhance English language learning in developing countries? Evidence from Mexico. British Journal of Educational Technology. [link][preprint]
Jiang, S., Schenke, K., Xu, D., Eccles, J. S., Warschauer, M. (2018). Cross-national comparison of gender differences in the enrollment in and completion of science, technology, engineering, and mathematics Massive Open Online Courses. PLOS One, 13(9): e0202463. [link]
Casasola, T., Nguyen, T., Warschauer, M., & Schenke, K. (2017). Can flipping the classroom work? Evidence from undergraduate Chemistry. The International Journal of Teaching and Learning in Higher Education, 29(3), 421-435. [paper]
He, W., Holton, A., Farkas, G., & Warschauer, M. (2016). The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions. Learning and Instruction, 45, 61-71. [link][preprint]
Xu, D., & Jaggars, S. S. (2014). Performance gaps between online and face-to-face courses: Differences across types of students and academic subject areas. The Journal of Higher Education, 85(5), 633-659. [link]
Xu, D., & Jaggars, S. S. (2013). The impact of online learning on students’ course outcomes: Evidence from a large community and technical college system. Economics of Education Review, 37, 46-57. [link]
Xu, D., & Jaggars, S.S. (2011). The effectiveness of distance education across Virginia’s Community Colleges: Evidence from introductory college-level Math and English Courses. Educational Evaluation and Policy Analysis, 33 (3),360-377. [link]
Fischer, C., Baker, R., Li, Q., Orona, G., & Warschauer, M. (2021). Increasing success in higher education: The relationships of online course taking with college completion and time-to-degree. Educational Evaluation and Policy Analysis. Advance Online Publication. doi 10.3102/01623737211055768 [link] [request pdf]
Xu, D. & Ran, F., & Zhou, X. (2021). Adopting Online Learning in College Developmental Education Coursework: Impact on Course Persistence, Completion, and Subsequent Success. American Journal of Distance Education, 1-17. [link]
Fischer, C., Xu, D., Rodriguez, F., Denaro, K., & Warschauer, M. (2020). Effects of course modality in summer session: Enrollment patterns and student performance in face-to-face and online classes. The Internet and Higher Education, 45, 1-9. doi 10.1016/j.iheduc.2019.100710 [link] [request pdf]
Fischer, C., Xu, D., Rodriguez, F., Denaro, K., & Warschauer, M. (2020). Data on online and face-to-face course enrollments in a public research university during summer terms. Data in Brief, 29, 1-10. doi 10.1016/j.dib.2020.105320 [link] [request pdf]
Fischer, C., Xu, D., Rodriguez, F., Denaro, K., & Warschauer, M. (2020). Effects of course modality in summer session: Enrollment patterns and student performance in face-to-face and online classes. The Internet and Higher Education, 45, 1-9. [link][preprint].
Xu, D., Ran, X., & Zhou, X. (2019). Adopting online learning in college developmental education coursework: Impact on student course persistence, completion, and subsequent success. In Center for the Analysis of Postsecondary Readiness Conference. New York. US. [paper]
Cung, B., Xu, D., Eichhorn, S., & Warschauer, M., (2019). Getting academically underprepared students ready through college developmental education: Does the course delivery format matter? American Journal of Distance Education, 33(3), 1-17. [link]
Fischer, C., Baker, R., Li, Q., Orona, G., & Warschauer, M. (2019, April). Does course-taking increase distal student success? Examining impacts on college graduation rates and time-to-degree. Paper presented at the annual meeting of the American Educational Research Association (AERA), Toronto, Canada. [paper]
Fischer, C., Baker, R., Li, Q., Rodriguez, F., Xu, D., & Warschauer, M. (2018, October). Online learning in higher education: Examining short-term and distal outcomes. Poster presented at the CRESST Conference, Los Angeles, CA. [poster]
Fischer, C., Zhou, N., Rodriguez, F., Warschauer, M., & King, S. (2019). Improving college student success in organic chemistry: Impact of an online preparatory course. Journal of Chemical Education, 96(5), 857-864. [link][preprint]
Wu, L. L., Fischer, C., Rodriguez, F., & Washington, G. (2018). Evaluation of online learning in a first-year engineering design course. Proceedings of the Annual Conference and Exposition of the American Society of Engineering Education, Salt Lake City, UT. [paper]
King, S., Zhou, N., Fischer, C., Rodriguez, F., & Warschauer, M. (2019). Enhancing student learning and retention in organic chemistry: Benefits of an online organic chemistry preparatory course. In S. Kradtap Hartwell & T. Gupta (Eds.), From General to Organic Chemistry: Courses and Curricula to Enhance Student Retention (pp. 119-128). Washington, DC: American Chemical Association. [link][paper]
Xu, D., Glick, D., Rodriguez, F., Cung, B., Li, Q., & Warschauer, M. (2019). Does blended instruction enhance English language learning in developing countries? Evidence from Mexico. British Journal of Educational Technology. [link][preprint]
Jiang, S., Schenke, K., Xu, D., Eccles, J. S., Warschauer, M. (2018). Cross-national comparison of gender differences in the enrollment in and completion of science, technology, engineering, and mathematics Massive Open Online Courses. PLOS One, 13(9): e0202463. [link]
Casasola, T., Nguyen, T., Warschauer, M., & Schenke, K. (2017). Can flipping the classroom work? Evidence from undergraduate Chemistry. The International Journal of Teaching and Learning in Higher Education, 29(3), 421-435. [paper]
He, W., Holton, A., Farkas, G., & Warschauer, M. (2016). The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions. Learning and Instruction, 45, 61-71. [link][preprint]
Xu, D., & Jaggars, S. S. (2014). Performance gaps between online and face-to-face courses: Differences across types of students and academic subject areas. The Journal of Higher Education, 85(5), 633-659. [link]
Xu, D., & Jaggars, S. S. (2013). The impact of online learning on students’ course outcomes: Evidence from a large community and technical college system. Economics of Education Review, 37, 46-57. [link]
Xu, D., & Jaggars, S.S. (2011). The effectiveness of distance education across Virginia’s Community Colleges: Evidence from introductory college-level Math and English Courses. Educational Evaluation and Policy Analysis, 33 (3),360-377. [link]