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A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 50 independent effects were identified that could be subjected to...
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Studies focusing on the effectiveness of computer-assisted instruction have been growing recently in Turkey. In this research, quantitative studies comparing the effectiveness of computer- assisted instruction to traditional teaching method and conducted between 1998 and 2007 are studied by meta analysis. Seventy eight studies that have eligible data were combined with meta analytical methods by coding protocol from the 422 master’s and doctoral degree and 124 articles. As a result for the...
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A meta-analysis was performed to synthesize existing research comparing the effects of computerassisted instruction (CAI) versus traditional instruction (TI) on studentsÕ achievement in Taiwan. Fiftytwo studies were located from our sources, and their quantitative data was transformed into effect size (ES). The overall grand mean of the study-weighted ES for all 52 studies was 0.55. The results suggest that CAI is more effective than TI in Taiwan. In addition, two of the seventeen variables...
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Substantial disagreement exists in the literature regarding which educational technology results in the highest cognitive gain for learners. In an attempt to resolve this dispute, we conducted a meta-analysis to decipher which teaching method, games and interactive simulations or traditional, truly dominates and under what circumstances. It was found that across people and situations, games and interactive simulations are more dominant for cognitive gain outcomes. However, consideration of...
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Outcome measure
- Learning (4)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (1)
- Informal education (1)
- K-12 (3)
- Primary 7-10 (2)
- Secondary 11-16 (1)
- Tertiary
Groups of students
- At-risk (1)
School or home
- _No mention (2)
- School (2)
Moderating variables
- __ no obvious moderating variables (1)
- Design-type/ testing instruments (2)
- Gender (1)
- Grade/education level (1)
- Length of time (2)
- Peer involvement/group learning (2)
- School-level factors (1)
- Subject (1)
- Teacher involvement (2)
- Teacher pedagogy/implementation (1)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Software
Tech mechanism
- _No mention (1)
- Gamification (1)
Learning Approach
- _No mention (2)
- Blended learning (1)
- Classroom learning (1)
- Remote learning (1)
Teacher Pedagogy
- _No mention (1)
- Game-based learning (1)
- Group learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- LMIC (middle/low) (2)
- Mixture or unknown (2)
Quality of research
- High: 6+ (1)
- Low: 3 or below (1)
- Medium: 4 or above (3)
Geography if specific
- _no mention (1)
- Taiwan (1)
- Turkey (1)