Anne Wade

TL;DR: A meta-analysis of the comparative distance education literature between 1985 and 2002 was conducted by as discussed by the authors, where 232 studies containing 688 independent achievement, attitude, and retention outcomes were analyzed.

TL;DR: This paper conducted a meta-analysis that summarizes the available empirical evidence on the impact of instruction on the development and enhancement of critical thinking skills and dispositions and found that type of CT intervention and pedagogical grounding were substantially related to fluctuations in CT effects sizes, together accounting for 32% of the variance.

TL;DR: The aim is to combine research evidence on portfolio use with practical feedback from the field in an attempt to develop easy-to-use, powerful software designed to support active self-regulated student learning in schools.

TL;DR: A Stage I meta-analysis exploring the achievement effects of computer-based technology use in higher education classrooms (non-distance education) found low and medium use performing significantly higher than high use and cognitive support was greater than presentational and multiple uses.

TL;DR: The authors provided a rough sketch of the evidence, gaps and promising directions in e-learning from 2000 onwards, with a particular focus on Canada, searching a wide range of sources and document types to ensure that we represented, comprehensively, the arguments surrounding elearning.