Will at Work Learning: Major Research Review on eLearning Effectiveness
Will Thalheimer reviews the research on workplace learning to answer the question, "Does eLearning work?" He concludes that elearning does work, and blended learning works even better. The difference is based mostly on the instructional methods used, not the media.
Four Steps to Effective Virtual Classroom Training by Ruth Clark : Learning Solutions Magazine
Four-step model by Ruth Clark on designing for synchronous online training via Elluminate etc. The article is from 2005 and has nothing earth shattering if you've been doing this a while, but it's a solid introduction to how to use the tools effectively and blend synchronous learning with other forms.
Meta-Analysis Shows Online Learning Better, Blended Even Better
According to a meta-analysis by the US Department of Education, face-to-face courses are less effective than online and blended learning. They caution against viewing this as simply a matter of the medium though. It's the changes in what online and blended learning allow (like opportunities for collaboration) that are likely making the difference.
Direct link to PDF: http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
The meta-analysis findings do not support simply putting an existing course online, but they do support redesigning instruction to incorporate additional learning opportunities online.
E-Learning Queen: The Best Way to Learn in an Online Course
Advice for online learners to get the most out of their courses. Includes cognitive, behavioral, and self-regulation strategies. Even though this is geared towards learners, instructional designers can also benefit from thinking about how to teach and model these strategies.
Introductory Course Makeovers
<p>The models stress online assessment that provides immediate feedback to instructors. Administrators can monitor tests given to students before the course redesign and after to measure their subject knowledge.</p>
<p>The idea, says Carol A. Twigg, president and chief executive of NCAT, is to structure courses so that both student and instructor time is best used.</p>
NCAT has identified several
<a href="http://www.center.rpi.edu/PlanRes/R2R_ModCrsRed.htm" target="_blank">redesign models</a>, all of which adhere to the principle that students need more than just traditional lectures.