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Experimental And Quasi Experimental Designs For Research

The Difference Between Emergency Remote Teaching and Online Learning

Although research studies in education show that use of technol- ogy can help student learning, its use is generally affected by certain barriers In this paper, we first identify the general barriers typically faced by K-12 schools, both in the United States as well as other countries, when integrating technology into the curriculum for instructional purposes, namely: (a) resources, (b) institution, (c) subject culture, (d) attitudes and beliefs, (e) knowledge and skills, and (f) assessment We then describe the strategies to overcome such barriers: (a) having a shared vision and technology integration plan, (b) overcoming the scarcity of resources, (c) changing attitudes and beliefs, (d) conducting professional development, and (e) reconsidering assessments Finally, we identify several current knowledge gaps pertaining to the barriers and strategies of technology integration, and offer pertinent recommendations for future research

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Integrating Technology into K-12 Teaching and Learning: Current Knowledge Gaps and Recommendations for Future Research

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 in primary literature, encompassing 1,055 primary studies. The random effects mean effect size of 0.35 was significantly different from zero. The distribution was heterogeneous under the fixed effects model. To validate the second-order meta-analysis, 574 individual independent effect sizes were extracted from 13 out of the 25 meta-analyses. The mean effect size was 0.33 under the random effects model, and the distribution was heterogeneous. Insights about the state of the field, implications for technology use, and pro...

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What Forty Years of Research Says About the Impact of Technology on Learning: A Second-Order Meta-Analysis and Validation Study

Critical Thinking and Education

This meta-analysis of the experimental literature of distance education (DE) compares different types of interaction treatments (ITs) with other DE instructional treatments. ITs are the instructional and/or media conditions designed into DE courses, which are intended to facilitate student–student (SS), student– teacher (ST), or student–content (SC) interactions. Seventy-four DE versus DE studies that contained at least one IT are included in the meta-analysis, which yield 74 achievement effects. The effect size valences are structured so that the IT or the stronger IT (i.e., in the case of two ITs) serve as the experimental condition and the other treatment, the control condition. Effects are categorized as SS, ST, or SC. After adjustment for methodological quality, the overall weighted average effect size for achievement is 0.38 and is heterogeneous. Overall, the results support the importance of the three types of ITs and strength of ITs is found to be associated with increasing achievement outcomes. A strong association is found between strength and achievement for asynchronous DE courses compared to courses containing mediated synchronous or face-to-face interaction. The results are interpreted in terms of increased cognitive engagement that is presumed to be promoted by strengthening ITs in DE courses.

https://www.jstor.org/stable/pdfplus/40469094.pdf

A Meta-Analysis of Three Types of Interaction Treatments in Distance Education

Critical thinking (CT) is purposeful, self-regulatory judgment that results in interpretation, analysis, evaluation, and inference, as well as explanations of the considerations on which that judgment is based. This article summarizes the available empirical evidence on the impact of instruction on the development and enhancement of critical thinking skills and dispositions and student achievement. The review includes 341 effects sizes drawn from quasi- or true-experimental studies that used standardized measures of CT as outcome variables. The weighted random effects mean effect size (g+) was 0.30 (p < .001). The collection was heterogeneous (p < .001). Results demonstrate that there are effective strategies for teaching CT skills, both generic and content specific, and CT dispositions, at all educational levels and across all disciplinary areas. Notably, the opportunity for dialogue, the exposure of students to authentic or situated problems and examples, and mentoring had positive effects on CT skills.

Strategies for Teaching Students to Think Critically A Meta-Analysis

This meta-analysis is a study of the experimental literature of technology use in postsecondary education from 1990 up to 2010 exclusive of studies of online or distance education previously reviewed by Bernard et al. (2004). It reports the overall weighted average effects of technology use on achievement and attitude outcomes and explores moderator variables in an attempt to explain how technology treatments lead to positive or negative effects. Out of an initial pool of 11,957 study abstracts, 1105 were chosen for analysis, yielding 879 achievement and 181 attitude effect sizes after pre-experimental designs and studies with obvious methodological confounds were removed. The random effects weighted average effect size for achievement was g+ = 0.27, k = 879, p < .05, and for attitude outcomes it was g+ = 0.20, k = 181, p < .05. The collection of achievement outcomes was divided into two sub-collections, according to the amount of technology integration in the control condition. These were no technology in the control condition (k = 479) and some technology in the control condition (k = 400). Random effects multiple meta-regression analysis was run on each sub-collection revealing three significant predictors (subject matter, degree of difference in technology use between the treatment and the control and pedagogical uses of technology). The set of predictors for each sub-collection was both significant and homogeneous. Differences were found among the levels of all three moderators, but particularly in favor of cognitive support applications. There were no significant predictors for attitude outcomes.

The effects of technology use in postsecondary education: A meta-analysis of classroom applications

Can an electronic portfolio that is both a multimedia container for student work and a tool to support key learning processes have a positive impact on the literacy practices and self-regulated learning skills of students? This article presents the findings of a yearlong study conducted in three Canadian provinces during the 2007-2008 school year initially involving 32 teachers and 388 students. Due to varying levels of implementation our final data set included 14 teachers and 296 students. Using a non-equivalent pre-test/post-test design, we found that grade 4-6 students who were in classrooms where the teacher provided regular and appropriate use of the electronic portfolio tool ePEARL (i.e., medium-high implementation condition, n=7 classrooms and 121 students), compared to control students (n=7 classrooms and 175 students) who did not use ePEARL, showed significant improvements (p<.05) in their writing skills on a standardized literacy measure (i.e., the constructed response subtest of the Canadian Achievement Test-4th ed.) and certain metacognitive skills measured via student self-report. The results of this study indicate that teaching with ePEARL has positive impacts on students' literacy and self-regulated learning skills when the tool is used regularly and integrated into classroom instruction.

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Improving literacy and metacognition with electronic portfolios: Teaching and learning with ePEARL

At the Centre for the Study of Learning and Performance (CSLP) at Concordia University in Montreal, Quebec, we have developed the Electronic Portfolio Encouraging Active Reflective Learning Software (ePEARL) to promote student self-regulation and enhance student core competencies. This paper summarizes the literature on electronic portfolios (EPs), describes ePEARL, and documents our research findings to date including analyses of teacher and student reactions. Participants in this study were 62 school teachers, mostly from elementary schools, and their students (approximately 1200) from seven urban and rural English school boards across Quebec. Student and teacher post-test questionnaire responses suggested that the use of portfolios, and the learning processes they support, were positively viewed and learned well enough to be emerging skills among students. Contrariwise, teachers commented that teaching SRL strategies was new and thus required a change in teaching strategies, strategies that they were not yet accustomed to. Focus groups also revealed the challenges of using portfolios to teach children to self-regulate. And finally, the analysis of student portfolios evidenced only small amounts of student work or high levels of student self-regulation. Resume : Au Centre d’etudes sur l’apprentissage et la performance (CEAP) de l’Universite Concordia a Montreal, Quebec, nous avons concu le logiciel de portfolio electronique reflexif pour l’apprentissage des eleves (PERLE) afin d’encourager l’apprentissage autoregule chez les eleves et d’accroitre leurs competences de base. Cet article presente un resume de la documentation sur les portfolios electroniques, une description de PERLE, ainsi que nos resultats de recherche documentes a ce jour, y compris des analyses des reponses des enseignants et des eleves. Les participants a cette etude se composaient de 62 enseignants, la plupart dans des ecoles primaires, et de leurs eleves (environ 1200) provenant de sept commissions scolaires anglophones urbaines et rurales du Quebec. Les reponses des eleves et des enseignants au posttest suggerent que les portfolios et les processus d’apprentissage qu’ils soutiennent ont ete percus de maniere positive et qu’ils ont ete suffisamment assimiles pour se traduire par de nouvelles competences chez les eleves. En revanche, les enseignants ont mentionne qu’enseigner les strategies d’apprentissage autoregule etait nouveau et que cela exigeait de modifier leurs strategies d’enseignement pour en adopter d’autres auxquelles ils n’etaient pas encore habitues. Les groupes de discussion ont egalement fait ressortir les defis lies a l’utilisation des portfolios dans le but d’apprendre l’autoregulation aux enfants. Enfin, l’analyse des portfolios des eleves a revele que seulement une petite portion des travaux d’eleves demontrait des niveaux eleves d’autoregulation.

C. Anne Wade

Papers

A Meta-Analysis of Three Types of Interaction Treatments in Distance Education

Strategies for Teaching Students to Think Critically A Meta-Analysis

The effects of technology use in postsecondary education: A meta-analysis of classroom applications

Improving literacy and metacognition with electronic portfolios: Teaching and learning with ePEARL

Encouraging Self-Regulated Learning Through Electronic Portfolios