Johnson, G. (2007). Restricted versus unrestricted learning: Synthesis of recent meta-analyses. AACE Journal, 15(3), 267-278. Restricted Versus Unrestricted Learning: Synthesis of Recent Meta-Analyses

Meta-analysis is a method of quantitatively summarizing the results of experimental research. This article summarizes four meta-analyses published since 2003 that compare the effect of DE and traditional education (TE) on student learning. Despite limitations, synthesis of these meta-analyses establish, at the very least, equivalent learning outcomes for DE and TE. Research efforts should now be directed toward the more important question: Why is DE not clearly superior to TE? TE is restricted by time-place-pace: DE is marginally influenced by such restrictions. Intuitively, learning opportunities that are convenient and individual-ized, as opposed to those that are fixed and inflexible, should result in higher student achievement. DE demands learner responsibility and affords learner autonomy, both of which facilitate academic achievement. Instructional technology, virtually synonymous with DE, is a force that can transform instruction. Why is DE not clearly superior to TE? Distance education (DE) is “planned learning that normally occurs in a different place from teaching and as a result requires special techniques of course design, special instructional techniques, special methods of commu-nication by electronic and other technology, as well as special organizational and administrative arrangements ” (Moore & Kearsley, 1996, p. 2). Holm-berg (1989) claimed that DE is “characterized by non-contiguous communi-cation and can be carried out anywhere and at any time ” (p. 168). Rumbl