Bibliography Note (Kerko)

Updated: 2020-08-18_09.40.21

Do not edit this file manually. This file is used by Kerko to generate citation trees.

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[VIEW] Webb, D., Barringer, K., Torrance, R., & Mitchell, J. (2020). Rapid Evidence Review: Girls’ Education and EdTech. EdTech Hub. https://doi.org/10.5281/ZENODO.3958002 zotero://select/groups/2405685/items/CZBRW85R

[VIEW] Haßler, B., Khalayleh, A., & McBurnie, C. (2020). A five-part education response to the COVID-19 pandemic (EdTech Hub Helpdesk Response No. 5). https://doi.org/10.5281/zenodo.3756012 zotero://select/groups/2405685/items/JLEWADHF

[VIEW] McAleavy, T., Hall-Chen, A., Horrocks, S., & Riggall, A. (2018). Technology-supported professional development for teachers: lessons from developing countries. Education Development Trust. https://www.educationdevelopmenttrust.com/our-research-and-insights/research/technology-supported-professional-development-for- zotero://select/groups/2405685/items/FXXS4882

[VIEW] World Bank. (2020). Remote Learning, Distance Education and Online Learning During the COVID19 Pandemic: A Resource List by the World Bank’s Edtech Team. World Bank. https://doi.org/10.1596/33499 zotero://select/groups/2405685/items/6ZR5TDX6

[VIEW] Tauson, M., & Stannard, L. (2018). EdTech for Learning in Emergencies and Displaced Settings: A rigorous review and narrative synthesis. Save The Children. https://resourcecentre.savethechildren.net/node/13238/pdf/edtech-learning.pdf zotero://select/groups/2405685/items/KETBQUYZ

[VIEW] McBurnie, C., & Haßler, B. (2020, July 12). Is there learning continuity during the COVID-19 pandemic? Six Lessons. https://doi.org/10.5281/zenodo.3930934 zotero://select/groups/2405685/items/LHJ3UUUE

[VIEW] Allier-Gagneur, Z., & Moss Coflan, C. (2020). Your Questions Answered: Using Technology to Support Gender Equity, Social Inclusion and Out-Of-School Learning (No. 14; EdTech Hub Helpdesk Response). EdTech Hub. https://doi.org/10.5281/zenodo.3874247 zotero://select/groups/2405685/items/VX7UW757

[VIEW] Vo, H. M., Zhu, C., & Diep, N. A. (2017). The effect of blended learning on student performance at course-level in higher education: A meta-analysis. Studies in Educational Evaluation, 53, 17–28. https://doi.org/10.1016/j.stueduc.2017.01.002 zotero://select/groups/2405685/items/97BFACYR

[VIEW] Trucano, M. (2013). 10 principles to consider when introducing ICTs into remote, low-income educational environments. https://blogs.worldbank.org/edutech/10-principles-consider-when-introducing-icts-remote-low-income-educational-environments zotero://select/groups/2405685/items/23SM2GHY

[VIEW] Muralidharan, K., Singh, A., & Ganimian, A. J. (2019). Disrupting education? Experimental evidence on technology-aided instruction in India. American Economic Review, 109(4), 1426–1460. https://doi.org/10.1257/aer.20171112 zotero://select/groups/2405685/items/EZDRM9UV

[VIEW] Lewis, K., & Thacker, S. (2016). ICT and the Education of Refugees: A Stocktaking of Innovative Approaches in the MENA Region. World Bank. zotero://select/groups/2405685/items/F7YA8GIX

[VIEW] Bettinger, E., Fairlie, R., Kapuza, A., Kardanova, E., Loyalka, P., & Zakharov, A. (2020). Does EdTech Substitute for Traditional Learning? Experimental Estimates of the Educational Production Function (No. w26967; p. w26967). National Bureau of Economic Research. https://doi.org/10.3386/w26967 zotero://select/groups/2405685/items/QNXAXD73

[VIEW] Education Endowment Foundation. (2018). Feedback. https://educationendowmentfoundation.org.uk/pdf/generate/?u=https://educationendowmentfoundation.org.uk/pdf/toolkit/?id=131&t=Teaching%20and%20Learning%20Toolkit&e=131&s= zotero://select/groups/2405685/items/BV4UWW34

[VIEW] Education Endowment Foundation. (2018). Collaborative learning. https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/collaborative-learning zotero://select/groups/2405685/items/XZTVAWVE

[VIEW] Davis, D., & Abbitt, J. (2013). An Investigation of the Impact of an Intervention to Reduce Academic Procrastination Using Short Message Service (SMS) Technology. Journal of Interactive Online Learning, 25. zotero://select/groups/2405685/items/GVZZTKW6

[VIEW] Cui, P., & Zheng, L. (2018). A Meta-analysis of the Peer Evaluation Effects on Learning Achievements in Blended Learning Environment. International Conference on Blended Learning. https://doi.org/10.1007/978-3-319-94505-7_18 zotero://select/groups/2405685/items/XDP92C9L

[VIEW] Bukhari, E. G. (2016). Blended learning implementation in secondary education for girls: case study Tatweer project Saudi Arabia. International Journal of Academic Research and Reflection, 4(7), 15. https://www.idpublications.org/wp-content/uploads/2016/09/Full-Paper-BLENDED-LEARNING-IMPLEMENTATION-IN-SECONDARY-EDUCATION-FOR-GIRLS-CASE-STUDY-TATWEER-PROJECT.pdf zotero://select/groups/2405685/items/2HHSZJIC

[VIEW] Bernard, R. M., Borokhovski, E., Schmid, R. F., Tamim, R. M., & Abrami, P. C. (2014). A meta-analysis of blended learning and technology use in higher education: from the general to the applied. Journal of Computing in Higher Education, 26(1), 87–122. https://doi.org/10.1007/s12528-013-9077-3 zotero://select/groups/2405685/items/PTIFABKG

[VIEW] Beltramo, T., & Levine, D. (2012). Do SMS Text Messaging and SMS Community Forums Improve Outcomes of Adult and Adolescent Literacy Programs? https://escholarship.org/uc/item/1c31c2m4 zotero://select/groups/2405685/items/TBS7DQQ4

[VIEW] Banerjee, A. V., Cole, S., Duflo, E., & Linden, L. (2007). Remedying Education: Evidence from Two Randomized Experiments in India. The Quarterly Journal of Economics, 122(3), 1235–1264. https://doi.org/10.1162/qjec.122.3.1235 zotero://select/groups/2405685/items/AN44K8QN

[VIEW] Bandiera, O., Buehren, N., Goldstein, M., Rasul, I., & Smurra, A. (2018). The Economic Lives of Young Women in the Time of Ebola: Lessons from an Empowerment Program. World Bank. https://doi.org/10.1596/31219 zotero://select/groups/2405685/items/BA7ISGH3

[VIEW] Auvinen, T., Hakulinen, L., & Malmi, L. (2015). Increasing Students’ Awareness of Their Behavior in Online Learning Environments with Visualizations and Achievement Badges. IEEE Transactions on Learning Technologies, 8(3), 261–273. https://doi.org/10.1109/TLT.2015.2441718 zotero://select/groups/2405685/items/ILXJDYTP

[VIEW] Abbott, G., Benvenue, L., Damain, S., Kramarae, C., Jepkemboi, G., & Strawn, C. (2008). Gender equity in the use of educational technology. In Handbook for achieving gender equity through education (pp. 191–212). Taylor & Francis. zotero://select/groups/2405685/items/RMTJVAFV

[VIEW] Hsia, L., Huang, I., & Hwang, G.-J. (2015). A web-based peer-assessment approach to improving junior high school students’ performance, self-efficacy and motivation in performing arts courses: Peer assessment for performing art courses. British Journal of Educational Technology, 47. https://doi.org/10.1111/bjet.12248 zotero://select/groups/2405685/items/YWGGD5I8

[VIEW] Patchan, M. M., Schunn, C. D., Sieg, W., & McLaughlin, D. (2014). The effect of blended instruction on accelerated learning. Technology, Pedagogy and Education, 25(3), 1–18. https://www.academia.edu/19583322/The_effect_of_blended_instruction_on_accelerated_learning zotero://select/groups/2405685/items/4UL4WATW

[VIEW] Lovett, M., Meyer, O., & Thille, C. (2008). JIME - The Open Learning Initiative: Measuring the Effectiveness of the OLI Statistics Course in Accelerating Student Learning. Journal of Interactive Media in Education, 2008(1), Art. 13. https://doi.org/10.5334/2008-14 zotero://select/groups/2405685/items/U4FGVWP3

[VIEW] Longden, K. (2013). Accelerated Learning Programmes: What can we learn from them about curriculum reform? (Education for All Monitoring Report Background Paper, p. 42). UNICEF. zotero://select/groups/2405685/items/N3L7U5B2

[VIEW] Myers, J., Pinnock, H., & Lewis, I. (2017). Guide to the Accelerated Education Principles. https://inee.org/system/files/resources/AEWG_Accelerated_Education_Guide_to_the_Principles-screen.pdf zotero://select/groups/2405685/items/SB4MHKTG

[VIEW] Ippoliti, N. B., & L’Engle, K. (2017). Meet us on the phone: mobile phone programs for adolescent sexual and reproductive health in low-to-middle income countries. Reproductive Health, 14(1), 11. https://doi.org/10.1186/s12978-016-0276-z zotero://select/groups/2405685/items/HIHE8NIV

[VIEW] Girl Effect, & Vodafone Foundation. (2018). Real girls, real lives, connected. https://static1.squarespace.com/static/5b8d51837c9327d89d936a30/t/5bbe7cbe9140b7d43f282e21/1539210748592/GE_VO_Executive+Summary+Report.pdf zotero://select/groups/2405685/items/E59HUMCH

[VIEW] Global Online Learning Alliance. (2020). Accelerated recovery: Improving outcomes with blended learning. https://brains.global/download-the-gola-report/ zotero://select/groups/2405685/items/2AF98WJ2

[VIEW] Zelezny-Green, R. (2014). She called, she Googled, she knew: girls’ secondary education, interrupted school attendance, and educational use of mobile phones in Nairobi. Gender & Development, 22(1), 63–74. https://doi.org/10.1080/13552074.2014.889338 zotero://select/groups/2405685/items/BB3X32QY

[VIEW] Sperling, G. B., & Winthrop, R. (2016). What Works in Girls’ Education: Evidence for the World’s Best Investment (p. 338). zotero://select/groups/2405685/items/R57EPJVH

[VIEW] Global Online Learning Alliance. (2020). School re-openings and policies for resilient education, post covid-19. zotero://select/groups/2405685/items/YXLETYUF

[VIEW] Tamim, R. M. (2018). Blended Learning for Learner Empowerment: Voices from the Middle East. Journal of Research on Technology in Education, 50(1), 70–83. https://doi.org/10.1080/15391523.2017.1405757 zotero://select/groups/2405685/items/WJST56EU

[VIEW] Rohs, M., & Ganz, M. (2015). MOOCs and the claim of education for all: A disillusion by empirical data. International Review of Research in Open and Distance Learning, 16(6). https://doi.org/10.19173/irrodl.v16i6.2033 zotero://select/groups/2405685/items/TEX35CCG

[VIEW] Liberman, J., Levin, V., & Luna-Bazaldua, D. (2020). Are students still learning during COVID-19? Formative assessment can provide the answer. World Bank Blogs. https://blogs.worldbank.org/education/are-students-still-learning-during-covid-19-formative-assessment-can-provide-answer zotero://select/groups/2405685/items/JDX9HQKE

[VIEW] Warschauer, M., & Ames, M. (2010). Can One Laptop Per Child Save the World’s Poor? Journal of International Affairs, 64(1), 33–51. JSTOR. https://www.jstor.org/stable/24385184 zotero://select/groups/2405685/items/9BRCRSSN

[VIEW] Wilson, D., & Smilanich, E. M. (2005). The Other Blended Learning: A Classroom-Centered Approach (1 edition). Pfeiffer. zotero://select/groups/2405685/items/Z3R5NFEU

[VIEW] West, M., & Chew, H. E. (2014). Reading in the mobile era. UNESCO. zotero://select/groups/2405685/items/HL6QFD6K

[VIEW] Yang, Y., Zhang, L., Zeng, J., Pang, X., Lai, F., & Rozelle, S. (2013). Computers and the academic performance of elementary school-aged girls in China’s poor communities. Computers & Education, 60(1), 335–346. https://doi.org/10.1016/j.compedu.2012.08.011 zotero://select/groups/2405685/items/6XU8AFCQ

[VIEW] Leslie Steeves, H., & Kwami, J. (2017). Interrogating Gender Divides in Technology for Education and Development: the Case of the One Laptop per Child Project in Ghana. Studies in Comparative International Development, 52(2), 174–192. https://doi.org/10.1007/s12116-017-9245-y zotero://select/groups/2405685/items/EHX857GT

[VIEW] Fisher, J. F., Bushko, K., & White, J. (2017). Blended Beyond Borders: A scan of blended learning obstacles and opportunities in Brazil, Malaysia, & South Africa (p. 162). zotero://select/groups/2405685/items/X5WTULD9

[VIEW] Hubber, P. J., Outhwaite, L. A., Chigeda, A., McGrath, S., Hodgen, J., & Pitchford, N. J. (2016). Should Touch Screen Tablets Be Used to Improve Educational Outcomes in Primary School Children in Developing Countries? Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.00839 zotero://select/groups/2405685/items/JAYKPAWN

[VIEW] UNICEF. (2020). Malaysia – Empowering teachers to deliver blended learning after school reopening [Education COVID-19 Case Study]. https://aa9276f9-f487-45a2-a3e7-8f4a61a0745d.usrfiles.com/ugd/aa9276_c1732d02c74a48348ae7df75262f4aad.pdf zotero://select/groups/2405685/items/IQZZ395P

[VIEW] Wang, K. H., Wang, T. H., Wang, W. L., & Huang, S. C. (2006). Learning styles and formative assessment strategy: enhancing student achievement in Web-based learning. Journal of Computer Assisted Learning, 22(3), 207–217. https://doi.org/10.1111/j.1365-2729.2006.00166.x zotero://select/groups/2405685/items/HQSUKKNZ

[VIEW] Grant, L. K., & Courtoreille, M. (2007). Comparison of Fixed-Item and Response-Sensitive Versions of an Online Tutorial. The Psychological Record, 57(2), 265–272. https://doi.org/10.1007/BF03395576 zotero://select/groups/2405685/items/IJZ2KVBN

[VIEW] Means, B., Toyama, Y., Murphy, R., & Bakia, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115. https://learnonline.ecampusontario.ca/App_Content/Resource/docs/7b0981b7-dbd6-41d2-83b9-67878a0ed052/The%20effectiveness%20of%20online%20and%20blended%20learning_%20A%20meta-analysis%20of%20the%20empirical%20literature.pdf zotero://select/groups/2405685/items/3G5AHTWT

[VIEW] Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of Evidence-Based Practices in Online Learning: A Meta-analysis and Review of Online Learning Studies. US Department of Education. https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf zotero://select/groups/2405685/items/57ASU8B5

[VIEW] P2PU. (n.d.). Home. Retrieved July 20, 2020, from https://www.p2pu.org/en/ zotero://select/groups/2405685/items/E7I9ZFJU

[VIEW] Fellows, M. (2018). The learning circle experience: Findings from the P2PU participant survey. University of Washington Information School. https://digital.lib.washington.edu/researchworks/bitstream/handle/1773/40986/Findings%20from%20the%20P2PU%20learning%20circle%20participant%20post-survey.pdf zotero://select/groups/2405685/items/9R6YAL7K

[VIEW] Porter, W. W., Graham, C. R., Spring, K. A., & Welch, K. R. (2014). Blended learning in higher education: Institutional adoption and implementation. Computers & Education, 75, 185–195. https://doi.org/10.1016/j.compedu.2014.02.011 zotero://select/groups/2405685/items/RV5CZZHV

[VIEW] Horn, M. B., & Staker, H. (2011). The Rise of K–12 Blended Learning. https://www.christenseninstitute.org/wp-content/uploads/2013/04/The-rise-of-K-12-blended-learning.pdf zotero://select/groups/2405685/items/S9RMZFD5

[VIEW] Prasad, P. W. C., Angelika, M., Redestowicz, M., & Hoe, L. S. (2018). Unfamiliar technology: Reaction of international students to blended learning. Computers & Education, 112, 92–103. https://doi.org/10.1016/j.compedu.2018.03.016 zotero://select/groups/2405685/items/HHQ58WFJ

[VIEW] Zacharis, Nick. Z. (2015). A multivariate approach to predicting student outcomes in web-enabled blended learning courses. Internet and Higher Education, 27, 44–53. https://doi.org/10.1016/j.iheduc.2015.05.002 zotero://select/groups/2405685/items/MRE7B8YM

[VIEW] Rasheed, A. R., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 103701. https://doi.org/10.1016/j.compedu.2019.103701 zotero://select/groups/2405685/items/UE2MZK4X

[VIEW] Poirier, M., Law, J. M., & Veispak, A. (2019). A Spotlight on Lack of Evidence Supporting the Integration of Blended Learning in K-12 Education: A Systematic Review. International Journal of Mobile and Blended Learning (IJMBL), 11(4), 1–14. https://doi.org/10.4018/IJMBL.2019100101 zotero://select/groups/2405685/items/VPKA2Y2U

[VIEW] UNICEF. (2018). Raising learning outcomes : the opportunities and challenges of ICT for learning - Appendix II. https://www.unicef.org/esa/sites/unicef.org.esa/files/2019-04/UNICEF-AKF-IU-2018-ICT-Education-WCAR-ESAR-Appendix2.pdf zotero://select/groups/2405685/items/UJDD2YKJ

[VIEW] Zhao, Y., Lei, J., Yan, B., & Tan, S. (2005). What makes the difference? A practical analysis of research on the effectiveness of distance education. zotero://select/groups/2405685/items/JMMKDC2T

[VIEW] Linden, L. (2008). Complement or Substitute? The Effect of Technology on Student Achievement in India (No. 17; Working Paper, p. 38). World Bank. zotero://select/groups/2405685/items/DZJE7MAV

[VIEW] Wandera, S. (2017). Continuing the Conversation About Face-to-Face, Online, and Blended Learning a Meta-Analysis of Empirical Literature 2006-2017 [Wilmington University (Delaware)]. https://search.proquest.com/docview/1964254197/abstract/47EBE4E7E7ED4154PQ/1 zotero://select/groups/2405685/items/HB4YNPAY

[VIEW] Najafi, H., & Heidari, M. (2018). Blended Learning and Academic Achievement: A Meta-Analysis. Quarterly Journal of Iranian Distance Education, 1(3), 39–48. http://idej.journals.pnu.ac.ir/article_5352_225cc90b61298af85374c3aa5bf72f10.pdf zotero://select/groups/2405685/items/QUAHGRTJ

[VIEW] Tamim, R., Bernard, R., Borokhovski, E., Abrami, P., & Schmid, R. (2011). What Forty Years of Research Says About the Impact of Technology on Learning A Second-Order Meta-Analysis and Validation Study. Review of Educational Research, 81, 4–28. https://doi.org/10.3102/0034654310393361 zotero://select/groups/2405685/items/VFERDKE8

[VIEW] Kazu, I. Y., & Demirkol, M. (2014). Effect of blended learning environment model on high school students’ academic achievement. The Turkish Online Journal of Educational Technology, 13(1), 10. https://files.eric.ed.gov/fulltext/EJ1018177.pdf zotero://select/groups/2405685/items/HQKRX4VQ

[VIEW] Kintu, M. J., Zhu, C., & Kagambe, E. (2017). Blended learning effectiveness: the relationship between student characteristics, design features and outcomes. International Journal of Educational Technology in Higher Education, 14(1), 7. https://doi.org/10.1186/s41239-017-0043-4 zotero://select/groups/2405685/items/XLMQ36GN

[VIEW] Watson, J. (2008). Blending Learning: The Convergence of Online and Face-to-Face Education. North American Council for Online Learning. https://files.eric.ed.gov/fulltext/ED509636.pdf zotero://select/groups/2405685/items/5YJCZ5U6

[VIEW] Ale, K., Chib, A., & Loh, Y. (2017). Contextualized-OLPC education project in rural India: measuring learning impact and mediation of computer self-efficacy. Educational Technology Research and Development. https://doi.org/10.1007/s11423-017-9517-2 zotero://select/groups/2405685/items/IPX2ETJ4

[VIEW] Hrastinski, S. (2019). What Do We Mean by Blended Learning? TechTrends, 63(5), 564–569. https://doi.org/10.1007/s11528-019-00375-5 zotero://select/groups/2405685/items/QXWVB278

[VIEW] Education Endowment Foundation. (2020). Remote Learning: Rapid Evidence Assessment. https://educationendowmentfoundation.org.uk/public/files/Remote_Learning_Rapid_Evidence_Assessment.pdf zotero://select/groups/2405685/items/HCC97T3B

[VIEW] McBurnie, C., Adam, T., Kaye, T., & Haßler, B. (2020). Zero-rating educational content in low- and middle-income countries (EdTech Hub Helpdesk Response No. 8). https://doi.org/10.5281/zenodo.3784940 zotero://select/groups/2405685/items/F4PCMTZB

[VIEW] Learning equality. (2020). Kolibri : A Free, Open Source Education for All. Learning Equality. https://learningequality.org/kolibri/ zotero://select/groups/2405685/items/KDX549QC

[VIEW] Naylor, R., & Gorgen, K. (2020). Overview of emerging country-level response to providing educational continuity under COVID-19: What lessons learned from supporting education for marginalised girls that could be relevant for EdTech responses to COVID-19 in low- and middle-income countries? (p. 22). EdTech Hub. https://edtechhub.org/wp-content/uploads/2020/05/marginalised-girls.pdf zotero://select/groups/2405685/items/SLJSKY8J

[VIEW] Wenham, C., Smith, J., & Morgan, R. (2020). COVID-19: the gendered impacts of the outbreak. The Lancet, 395(10227), 846–848. https://doi.org/10.1016/S0140-6736(20)30526-2 zotero://select/groups/2405685/items/DJY58IYS

[VIEW] World Bank. (2019). Country Diagnostic of Senegal. http://documents.worldbank.org/curated/en/814111559645179494/pdf/Country-Diagnostic-of-Senegal.pdf zotero://select/groups/2405685/items/HPZVAMCI