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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
Instructional domain (subject)
- Languages (1)
 - Mathematics (1)
 - Multiple (5)
 - 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)