Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

Technical developments in electronic communication, computing, and decision support, coupled with new interest on the part of organizations to improve meeting effectiveness, are spurring research in the area of group decision support systems GDSS. A GDSS combines communication, computing, and decision support technologies to facilitate formulation and solution of unstructured problems by a group of people. This paper presents a conceptual overview of GDSS based on an information-exchange perspective of decision making, Three levels of systems are described, representing varying degrees of intervention into the decision process. Research on GDSS is conceived as evolving over time from the study of simple "shell" systems, consisting of menus of features available for selection by a group, to consideration of sophisticated rule-based systems that enable a group to pursue highly structured and novel decision paths. A multi-dimensional taxonomy of systems is proposed as an organizing framework for research in the area. Three environmental contingencies are identified as critical to GDSS design: group size, member proximity, and the task confronting the group. Potential impacts of GDSS on group processes and outcomes are discussed, and important constructs in need of study are identified.

A foundation for the study of group decision support systems

A meta-analysis of the comparative distance education (DE) literature between 1985 and 2002 was conducted. In total, 232 studies containing 688 independent achievement, attitude, and retention outcomes were analyzed. Overall results indicated effect sizes of essentially zero on all three measures and wide variability. This suggests that many applications of DE outperform their classroom counterparts and that many perform more poorly. Dividing achievement outcomes into synchronous and asynchronous forms of DE produced a somewhat different impression. In general, mean achievement effect sizes for synchronous applications favored classroom instruction, while effect sizes for asynchronous applications favored DE. However, significant heterogeneity remained in each subset.

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How Does Distance Education Compare With Classroom Instruction? A Meta-Analysis of the Empirical Literature

The first part of this article describes a study of the relationships between personality and risk-taking in six areas: smoking, drinking, drugs, sex, driving, and gambling. The participants, 260 college students, were given self-report measures of risky behaviors in each of the six areas and the Zuckerman- Kuhlman five-factor personality questionnaire. Generalized risk-taking (across all six areas) was related to scales for impulsive sensation seeking, aggression, and sociability, but not to scales for neuroticism or activity. Gender differences on risk-taking were mediated by differences on impulsive sensation seeking. The second part discusses biological traits associated with both risk-taking and personality, particularly sensation seeking, such as the D4 dopamine receptor gene, the enzyme monoamine oxidase, and augmenting or reducing of the cortical evoked potential. Comparative studies show relationships between biological markers shared with other species and correlated behaviors similar to sensation seeking in humans. A biosocial model of the traits underlying risk-taking is presented. Many of life's decisions involve a balance between anticipated reward and risk. The wild rodent venturing into an open field balances the possibility of finding food against the chance of being devoured by a predator on the ground or from the sky. The married man or woman who

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Personality and risk-taking: common biosocial factors.

The purpose of this study was to examine the relationships of the students' perceived levels of collaborative learning, social presence and overall satisfaction in a blended learning environment. This research studied the relationship of these three variables and identified critical factors related to them. The participants were 48 graduate students who took a blended-format course in health education and worked on a collaborative group project related to the development of a comprehensive HIV-AIDS prevention plan. Data was collected from the Student Perception Questionnaire and face-to-face interviews. The analysis of quantitative data indicated that student perceptions of collaborative learning have statistically positive relationships with perceptions of social presence and satisfaction. This means that students who perceived high levels of collaborative learning tended to be more satisfied with their distance course than those who perceived low levels of collaborative learning. Similarly, students with high perceptions of collaborative learning perceived high levels of social presence as well. Surprisingly, the relationship between social presence and overall satisfaction was positive but not statistically significant. Interview data revealed that (a) course structure, (b) emotional support, and (c) communication medium were critical factors associated with student perceptions of collaborative learning, social presence, and satisfaction. Explanations about findings and implications for instructional design are discussed in the conclusion.

Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors

Meta-analysis provides a method of quantitatively summarizing and comparing empirical literature to reduce Type I and Type II error. The meta-analysis described here indicates a slight student preference for a traditional educational format over a distance education format (average r = .031, after the deletion of outliers), and little difference in satisfaction levels. A comparison of distance education methods that include direct interactive links with those that do not include interactive links demonstrates no difference in satisfaction levels. However, student satisfaction levels diminish as additional information is added to the available channel of instruction (e.g., written to audio to video). The findings support those of researchers arguing that distance education does not diminish the level of student satisfaction when compared to traditional face-to-face methods of instruction.

Comparing Student Satisfaction with Distance Education to Traditional Classrooms in Higher Education: A Meta-Analysis

This article uses meta-analysis to summarize the quantitative literature comparing the performance of students in distance education versus traditional classes. The average effect (average r = .048, k = 39, N = 71,731) demonstrates that distance education course students slightly outperformed traditional students on exams and course grades. The average effect was heterogeneous, and the examination of several moderating features (presence or absence of simultaneous interaction, type of channel used in distance education, and course substance) failed to produce a homogeneous solution. The results demonstrate, however, no clear decline in educational effectiveness when using distance education technology. The profound impact that technological innovations are having in all facets of education focuses attention on assessing relationships between changing modes and practices of instruction and their outcomes. The emergence of new technologies does not change the goals of education. The new technologies change the process of communication within an educational setting to accomplish those goals. Research by communication scholars is needed to examine how changes in means of communicating content impacts the goals of those engaged in a communication activity. Understanding potential impacts of technologically driven differences between traditional classrooms and distance learning contexts is clearly appropriate (Althaus, 1997; Boettcher, 1996; Greene & Meek, 1998; McHenry & Bozik, 1995; Verduin &

Evaluating the Effectiveness of Distance Learning: A Comparison Using Meta-Analysis

It was hypothesized that gender composition variations and task structure would significantly interact to affect communicative behavior in small groups. Groups of college-aged men and women were composed to vary in the number of men and women serving as group members. Each group was assigned to complete two tasks: One task was a highly structured ranking assignment; the other task was a human relations case study with relatively low outcome structure. Results of Interaction Process Analysis data obtained during group discussion supported the hypothesized interaction onlyfor dominance acts of giving suggestions. Small groups composed solely of men were significantly higher in this category under structured task conditions, whereas groups composed predominantly of men were significantly lower in dominance acts under unstructured task conditions. Two subsidiary hypotheses concerning the separate effects of composition and task variables were partially supported. Results are discussed in regard to make situat...

The Effects of Gender Composition and Task Structure on Small Group Interaction

Personality correlates of hallucinogen use.

This literature review summarizes the existing research examining how the attitude a potential juror has toward the death penalty impacts on the probability of favoring conviction. The summary of 14 investigations indicates that a favorable attitude toward the death penalty is associated with an increased willingness to convict (average r = .174). Using the binomial effect size display, this favorable attitude towards the death penalty translates into a 44% increase in the probability of a juror favoring conviction.

Edward A. Mabry

Papers

Comparing Student Satisfaction with Distance Education to Traditional Classrooms in Higher Education: A Meta-Analysis

Evaluating the Effectiveness of Distance Learning: A Comparison Using Meta-Analysis

The Effects of Gender Composition and Task Structure on Small Group Interaction

Personality correlates of hallucinogen use.

Impact of Juror Attitudes about the Death Penalty on Juror Evaluations of Guilt and Punishment: A Meta-Analysis