The recent study, conducted by the Center for Technology and Learning, SRI International, under contract to the U.S. Department of Education's Office of Policy and Program Studies Service, analyzed 46 scientifically-based studies of online learning. The meta-analysis showed that instruction conducted wholly online was more effective in improving student achievement than purely face-to-face instruction. However, the approach found to be most effective was "blended" instruction, which combines elements of online and face-to-face instruction.

"Few rigorous research studies have been published on the effectiveness of online learning for K-12 students," cautioned the U.S. Department of Education press release that announced the findings. "The systematic search found just five experimental or controlled quasi-experimental studies comparing the learning effects of online versus face-to-face instruction for K-12 students." The additional 39 studies determined to be rigorous enough for inclusion in the meta-analysis were from other settings such as higher education and medical or military training.

Nevertheless, U.S. Secretary of Education Arne Duncan finds the report to be promising and urges education policy makers to incorporate digital content into the curriculum, consider open-source learning management systems, and "take advantage of this historic opportunity to use American Recovery and Reinvestment Act funds to bring broadband access and online learning to more communities."

Duncan adds, "Technology presents a huge opportunity that can be leveraged in rural communities and inner-city urban settings, particularly in subjects where there is a shortage of highly qualified teachers. At the same time, good teachers can utilize new technology to accelerate learning and provide extended learning opportunities for students."

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