Results 3 resources
What Forty Years of Research Says About the Impact of Technology on Learning A Second-Order Meta-Analysis and Validation StudyTamim, R., Bernard, R., Borokhovski, E., … Schmid, R. - 2011 - Review of Educational Research, 81, 4–28
This research study employs a second-order meta-analysis procedure to summarize 40 years of research activity addressing the question, does computer technology use affect student achievement in formal face-to-face classrooms as compared to classrooms that do not use technology? A study-level meta-analytic validation was also conducted for purposes of comparison. An extensive literature search and a systematic review process resulted in the inclusion of 25 meta-analyses with minimal overlap...
An extended systematic review of Canadian policy documents on e-learning: what we’re doing and not doingBorokhovski, E., Bernard, R., Mills, E., … Surkes, M. A. - 2011 - Canadian Journal of Learning and Technology, 37(3)
A meta-analysis of blended learning and technology use in higher education: from the general to the appliedBernard, R. M., Borokhovski, E., Schmid, R. F., … Abrami, P. C. - 2014 - Journal of Computing in Higher Education, 26(1), 87–122
This paper serves several purposes. First and foremost, it is devoted to developing a better understanding of the effectiveness of blended learning (BL) in higher education. This is achieved through a meta-analysis of a sub-collection of comparative studies of BL and classroom instruction (CI) from a larger systematic review of technology integration (Schmid et al. in Comput Educ 72:271–291, 2014). In addition, the methodology of meta-analysis is described and illustrated by examples from...