A Meta Analysis Of The Effectiveness Of Distance Education In Allied Health Science Programs

The purpose of this study was to conduct a comprehensive meta-analysis of the research on distance education in allied health fields. This meta-analysis investigated student achievement and student satisfaction resulting from distance education programs in allied health professions. Instructional design components and models of instruction for distance education were investigated to determine factors that could influence the effectiveness of distance education courses/learning applications. The meta-analysis included 25 studies published between 1990 and 2003. These distance education studies generated a total of 48 effect sizes; 34 effect sizes for academic achievement and 14 effect sizes for student satisfaction. Variables and effect sizes for each study were coded. The effect sizes from each study were combined for achievement outcomes and satisfaction levels to provide an effect size for each dependent variable, and relationships between effect sizes and variables were then examined. The results of this study suggest that student achievement resulting from distance education in allied health fields is slightly greater than that of traditional education. Students were less satisfied with distance education in allied health science fields when compared to traditional education. All variables except distance education learning environments were found to be related to achievement and satisfaction. Distance education in allied health science fields was most effective for working professional students when compared to graduate and undergraduate students. The most effective distance education models of instruction were open learning instruction and synchronous instruction, demonstrating small gains in academic achievement for distance education students2 when compared to their traditional counterparts. Olcott2s five distance education instructional design components contributed small, positive gains in achievement for distance education students. Hence, this study suggests that instructional design components influence achievement in distance education for allied health fields.