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Also, it is crystal clear that online learning is a popular way of obtaining instruction (Demiralay et al., 2016 Pillay et al., 2007), which is defined by Horton ( 2000) as a way of education that is performed through a web browser or an online application without requiring an extra software or a learning source.
Online education may be given as an example of using information and communication technologies as a consequence of the technological developments. With the recent developments, using technology in education has become inevitable due to personal and social reasons (Usta, 2011a). Information and communication technologies that have an effect on all spheres of life are also actively included in the education field.
In essence, COVID-19 has provided us with an opportunity to embrace online learning as education systems have to keep up with the rapid emergence of new technologies. This digital revolution can synergize the educational ambitions and interests of digitally addicted students. Clearly, technology has had a huge impact on young people's online lives. Therefore, we need to keep interest in technology-based learning environments.
The literature supports that learning environments connected to information and communication technologies highly satisfy students. The pandemic has been an important factor in transferring traditional physical classrooms settings through adopting information and communication technologies and has also accelerated the transformation. Information and communication technologies have become a powerful force in transforming the educational settings around the world. The heterogeneity test results of the meta-analysis study display that the effect size does not differ in terms of class level, country, online education approaches, and lecture moderators. The results of the study show that the effect size of online education on academic achievement is on a medium level. Besides, Hedge’s g statistic was employed to measure the effect size for the difference between the means performed in accordance with the random effects model. In the study, the funnel plot, Duval and Tweedie’s Trip and Fill Analysis, Orwin’s Safe N Analysis, and Egger’s Regression Test were utilized to determine the publication bias, which has been found to be quite low. The studies included in the meta-analysis are experimental studies, and the total sample size is 1772. The meta-analysis involves the studies conducted in the USA, Taiwan, Turkey, China, Philippines, Ireland, and Georgia. This meta-analysis study consists of 27 studies in total. Furthermore, this study will provide a source to assist future studies with comparing the effect of online education on academic achievement before and after the pandemic. In line with this purpose, a meta-analysis of the related studies focusing on the effect of online education on students’ academic achievement in several countries between the years 20 was carried out. The purpose of this study is to analyze the effect of online education, which has been extensively used on student achievement since the beginning of the pandemic.
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