Your search
Results 11 resources
-
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...
-
The purpose of this study was to conduct a meta-study of computer-assisted instruction (CAI) studies in mathematics for students with learning disabilities (LD) focusing on examining the effects of CAI on the mathematics performance of students with LD. This study examined a total of 11 mathematics CAI studies, which met the study selection criterion, for students with LD at the elementary and secondary levels and analyzed them in terms of their comparability and effect sizes. Overall, this...
-
The results of a meta-analysis of 20 research articles containing 89 effect sizes related to the use of digital tools and learning environments to enhance literacy acquisition for middle school students demonstrate that technology can have a positive effect on reading comprehension (weighted effect size of 0.489). Very little research has focused on the effect of technology on other important aspects of reading, such as metacognitive, affective, and dispositional outcomes. The evidence...
-
The purpose of this research study was to determine the overall effectiveness of computer-based laboratory compared with the traditional hands-on laboratory for improving students’ science academic achievement and attitudes towards science subjects at the college and pre-college levels of education in the United States. Meta-analysis was used to synthesis the findings from 38 primary research studies conducted and/or reported in the United States between 1996 and 2006 that compared the...
-
Meta-analytical research has shown that computer technology can play a significant role in increasing positive learning outcomes of students. Research on this topic has resulted in conflicting findings on academic achievement and other measures of student outcomes. The current meta-analysis sought to assess the level of differences that existed between students being instructed with computer technology versus the academic achievement outcomes of students instructed with traditional methods....
-
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 –...
-
Purpose of the Study.........................................................................................................6 Method ..............................................................................................................................7 Search and Selection Criteria ..................................................................................7 Procedure...
-
This study quantitatively synthesized the empirical research on the effects of social context (i.e., small group versus individual learning) when students learn using computer technology. In total, 486 independent findings were extracted from 122 studies involving 11,317 learners. The results indicate that, on average, small group learning had significantly more positive effects than individual learning on student individual achievement (mean ES = + 0.15), group task performance (mean ES = +...
Explore
Outcome measure
- Attitudes (2)
- Behaviour (2)
- Learning (11)
- Motivation (1)
- Socio-emotional learning (1)
Instructional domain (subject)
- Computing (1)
- Languages (1)
- Literacy (4)
- Mathematics (4)
- Multiple (2)
- Science (4)
- Social Studies (2)
Education Level and Type
- ECE 0-7 (2)
- High school 16-18 (1)
- Informal education (1)
- K-12 (8)
- Middle school (1)
- Primary 7-10 (2)
- Secondary 11-16 (4)
- Tertiary (5)
Groups of students
- At-risk (1)
- EAL (1)
- Examination years (1)
- Learning difficulties (2)
- Low-performing (2)
- Low socio-economic status (1)
- SEND (3)
- typically-developing students (1)
School or home
- _No mention (2)
- School (8)
Moderating variables
Tech Software
Tech mechanism
- _No mention (7)
Learning Approach
- _No mention (3)
- Blended learning (1)
- Classroom learning (4)
- Remote learning (1)
Teacher Pedagogy
- _No mention (2)
- Feedback (1)
- Game-based learning (1)
- Group learning (2)
- Peer learning (1)
- Scaffolding (3)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (11)
Geography if specific
- _no mention (5)
- USA (2)