Your search
Results 7 resources
-
This meta-analysis maps the evidence on the effectiveness of instructional approaches and conditions for learning computer programming under three study conditions: (a) Studies focusing on the effectiveness of programming interventions per se, (b) studies focusing on the effectiveness of visualization and physicality, and (c) studies focusing on the effectiveness of dominant instructional approaches. Utilizing the data from 139 interventions and 375 effect sizes, we found (a) a strong effect...
-
Clickers, formerly known as instant response systems, have gradually become an integral part of the classroom. Though several reviews on research into clicker-integrated instruction have been published within this decade, the controversy over whether clickerintegrated instruction is effective to enhance students' learning gains has not been settled because the early reviews mainly focus on students' perceptions toward and acceptance of clicker-integrated instruction. Furthermore, so far...
-
Background/Context Earlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcomes. Now that web-based learning has emerged as a major trend in both K–12 and higher education, the relative efficacy of online and face-to-face instruction needs to be revisited. The increased capabilities of web-based applications and collaboration technologies and the rise of...
-
The English Review Group completed an overarching systematic review of the impact of Information and Communication Technology (ICT) on literacy learning in English in 2002 (Andrews et al., 2002). In this review, a ‘map’ described all the included research in the field. An in-depth sub-review reported on the impact of networked ICT on literacy learning (Andrews et al., 2002). This present review is one of a further four in-depth sub-reviews that address aspects of the overarching question –...
Explore
Outcome measure
Instructional domain (subject)
Education Level and Type
- ECE 0-7 (2)
- High school 16-18 (1)
- Informal education (1)
- K-12 (4)
- Primary 7-10 (3)
- Secondary 11-16 (3)
- Tertiary (3)
Groups of students
- _No mention (2)
- At-risk (2)
- EAL (3)
- Learning difficulties (1)
- Low-performing (1)
- Low socio-economic status (2)
- SEND (2)
- typically-developing students (1)
School or home
- _No mention (1)
- Mixture (1)
- School (4)
Moderating variables
- __ no obvious moderating variables (1)
- Assessments (1)
- Country / culture (1)
- Design-type/ testing instruments (1)
- Feedback (1)
- Grade/education level (3)
- Length of time (3)
- Multiple exposures (1)
- Novelty Effect (2)
- Peer involvement/group learning (1)
- Student characteristics (1)
- Subject (2)
- Teacher pedagogy/implementation (1)
- Tech structure (1)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- CD ROM/ DVD (1)
- Computer (4)
- Handheld device (1)
- Interactive whiteboards (1)
- Internet (1)
- Laptops (1)
- Mobile/Smartphone (2)
- Multimedia (1 or more) (3)
- Tablet (3)
- Touch-screen (1)
- TV (1)
Tech Software
- Audio books (1)
- Augmented Reality (1)
- Clicker-integrated instruction (1)
- Computer-Assisted Instruction (CAI) (2)
- Computer-Based Teaching (CBT) (2)
- Digital Media (audiovisuals) (2)
- E-book software (2)
- General apps (2)
- Graphic organisers/Visualisations (2)
- LMS (1)
- Simulations (1)
- Virtual manipulatives (1)
Tech mechanism
Learning Approach
- _No mention (2)
- Blended learning (1)
- Classroom learning (3)
Teacher Pedagogy
- _No mention (1)
- Collaboration (2)
- Feedback (2)
- Group learning (3)
- Individualised (1)
- PC mixed with real objects (1)
- Peer learning (2)
- Project-based learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (3)
- Mixture or unknown (2)
Quality of research
- High: 6+ (3)
- Medium: 4 or above (2)