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The failure of e-learning research to inform educational practice, and what we can do about it.

机译：电子学习研究未能为教育实践提供信息，我们对此可以采取的措施。

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摘要

When a new technology is introduced, earlier studies focus on demonstrations of efficacy, followed by studies comparing the new technology against the old. However, such studies do little to advance the new technology. Using an analogy with the automobile the author argues that e-learning is neither inherently superior nor inferior to traditional instruction; rather they are different and complementary. Each can effectively serve different purposes and functions suited to its strengths. A recent meta-analysis of internet-based instruction concluded that existing research provides reassurance that e-learning is better than nothing and similar (on average) to traditional instruction, but yields little guidance on how to effectively use e-learning. e-Learning research to-date has done little to inform educational practice, and further no-intervention-controlled studies or comparisons with traditional instructional methods are not needed. Instead, we need to clarify how and when to use e-learning through 'basic science' research and 'field tests' comparing one e-learning intervention to another.
机译：当引入新技术时，早期的研究集中于功效的证明，然后是将新技术与旧技术进行比较的研究。但是，这样的研究对推进新技术几乎没有作用。通过与汽车的类比，作者认为电子学习在本质上既不优于传统教学，也不逊于传统教学。相反，它们是不同的和互补的。每个可以有效地服务于适合其优势的不同目的和功能。最近对基于互联网的教学进行的荟萃分析得出的结论是，现有研究可以保证电子学习总比没有好，并且（平均而言）与传统教学类似（但平均而言），但是对于如何有效利用电子学习却没有什么指导作用。迄今为止，电子学习研究并未为教育实践提供任何帮助，并且不需要进一步的无干预控制研究或与传统教学方法的比较。相反，我们需要通过“基础科学研究”和“现场测试”来阐明如何以及何时使用电子学习，并将一种电子学习干预与另一种电子学习干预进行比较。

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