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This research aims to investigate the effect of computer-based teaching (CBT) on students’ academic success. The research used a meta-analytic method to reach a general conclusion by statistically calculating the results of a number of independent studies. In total, 78 studies (62 master’s theses, 4 PhD theses, and 12 articles) concerning this issue were researched based on the literature review of the articles and theses which involved pre-test and post-test control groups and were...
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In this meta-analysis, we investigated the effects of methods for providing item-based feedback in a computer-based environment on students’ learning outcomes. From 40 studies, 70 effect sizes were computed, which ranged from −0.78 to 2.29. A mixed model was used for the data analysis. The results show that elaborated feedback (EF; e.g., providing an explanation) produced larger effect sizes (0.49) than feedback regarding the correctness of the answer (KR; 0.05) or providing the correct...
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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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Outcome measure
- Learning (5)
Instructional domain (subject)
- Languages (1)
- Mathematics (1)
- Multiple
- Science (1)
Groups of students
- _No mention (2)
- At-risk (1)
- EAL (1)
- Low socio-economic status (1)
School or home
- _No mention (1)
- Mixture (1)
- School (4)
Moderating variables
- Country / culture (1)
- Design-type/ testing instruments (2)
- Grade/education level (3)
- Length of time
- Novelty Effect (1)
- Peer involvement/group learning (1)
- School-level factors (1)
- Subject (4)
- Teacher involvement (2)
- Teacher pedagogy/implementation (1)
- Teacher professional development (1)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (4)
Tech Hardware
- Computer (4)
- Interactive whiteboards (1)
- Internet (2)
- Laptops (1)
- Mobile/Smartphone (1)
- Tablet (1)
Tech Software
Tech mechanism
- Cooperative learning (e.g. discussion areas) (2)
- Direct instruction (1)
- Drill and practice (1)
- Feedback (4)
- Gamification (1)
- Instructional supports/Demos: worked out examples (2)
- Personalization effect (1)
- Research/Homework/Assignments (1)
- Scaffolding/Varying difficulty levels (1)
- Virtual pen and notetaking (1)
Learning Approach
- Blended learning (2)
- Classroom learning (4)
- Remote learning (1)
Teacher Pedagogy
- _No mention (1)
- Collaboration (2)
- Feedback (1)
- Group learning (2)
- Individualised (1)
- PC mixed with real objects (1)
- Peer learning (1)
- Project-based learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (3)
- Mixture or unknown (2)
Quality of research
- High: 6+ (4)
- Medium: 4 or above (1)