Cites meta-analysis suggesting that online learners marginally out-perform face-to-face learners (1. Online Education "Doesn't Have to Suck", ¶4), and that learners from blended learning environments out-perform the lot (6. The Virtual Classroom Can Make the Physical Classroom More Effective, ¶2).
students who studied in online learning environments performed modestly better than peers who were receiving face-to-face instruction
maintaining a low student-to-teacher ratio and paying for technology means that
the cost to the university won’t be drastically reduced
online learning can make classroom time more effective
The modest difference in performance between online and physical classroom learners in the meta-analysis, for instance, was larger for those students who learned through a blend of online and physical classroom conditions.
Although this entire document focuses on N. American higher education settings (Part One, ¶1), Part Two: Guidelines for Writing and Writing-Intensive Courses will interest and hopefully inform administrators, course designers, program planners, and teachers working in other regional and perhaps even global contexts as well. Part two covers: Class Size, Assignment Design, Assessment, Textual Borrowing, Teacher Preparation, and resource provisions. Part Four: Guidelines for Teacher Preparedness will interest those involved in teacher education, or pre- and in-service teacher development. Part Six comprises an extensive bibliography for further reading.
Lists eight (8) suggestions to help you avoid sequential organizational faults when writing instructions or presenting other information "where sequence is important" (Sequential Order, ¶1). Of particular interest are front-loading (step 1-2) and using repetition instead of back or cross-references (step 8).