Web-based learning; a systematic review of the variability of interventions

Educators often speak of web-based learning (WBL) as a single entity or a cluster of similar activities with homogeneous effects. Yet a recent systematic review demonstrated large heterogeneity among results from individual studies. 266 eligible studies were identified comparing a WBL intervention with no intervention or another educational activity. Purpose of this study is to describe the variation in configurations, instructional methods and presentation formats in WBL. Nearly all courses (89%) used written text and most (55%) used multimedia. A total of 32% used online communication via e-mail, threaded discussion, chat or videoconferencing, and 9% implemented synchronous components. 24% blended web-based and non-computerbased instruction. 77% of WBL employed specific instructional methods (other than text alone) to enhance the learning process. The most common instructional methods (each used in nearly 50% of courses) were patient cases, self-assessment questions and feedback. Educators and researchers cannot treat WBL as a single entity. Many different configurations and instructional methods are available for WBL instructors. Researchers should study when to use specific WBL designs and how to use them effectively.