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

Flipped classroom approaches remove the traditional transmissive lecture and replace it with active in-class tasks and pre-/post-class work. Despite the popularity of these approaches in the media, Google search, and casual hallway chats, there is very little evidence of effectiveness or consistency in understanding what a flipped classroom actually is. Although the flipped terminology is new, some of the approaches being labelled ‘flipped’ are actually much older. In this paper, we provide a catch-all definition for the flipped classroom, and attempt to retrofit it with a pedagogical rationale, which we articulate through six testable propositions. These propositions provide a potential agenda for research about flipped approaches and form the structure of our investigation. We construct a theoretical argument that flipped approaches might improve student motivation and help manage cognitive load. We conclude with a call for more specific types of research into the effectiveness of the flipped classroom ...

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Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research

This article challenges the belief that strong sense of community is limited to the traditional classroom and proposes that the virtual classroom has the potential of building and sustaining sense of community at levels that are comparable to the traditional classroom. Drawing on research literature, the concept of learning community is applied to the virtual classroom by taking on the issue of how best to design and conduct an online course that fosters community among learners who are physically separated from each other. Course design principles are described that facilitate dialogue and decrease psychological distance, thereby increasing a sense of community among learners.

/pdf/building-sense-of-community-at-a-distance-1e7y95z2xw.pdf

Building Sense of Community at a Distance

The use of ICT in the classroom is very important for providing opportunities for students to learn to operate in an information age. Studying the obstacles to the use of ICT in education may assist educators to overcome these barriers and become successful technology adopters in the future. This paper provides a meta-analysis of the relevant literature that aims to present the perceived barriers to technology integration in science education. The findings indicate that teachers had a strong desire for to integrate ICT into education; but that, they encountered many barriers. The major barriers were lack of confidence, lack of competence, and lack of access to resources. Since confidence, competence and accessibility have been found to be the critical components of technology integration in schools, ICT resources including software and hardware, effective professional development, sufficient time, and technical support need to be provided to teachers. No one component in itself is sufficient to provide good teaching. However, the presence of all components increases the possibility of excellent integration of ICT in learning and teaching opportunities. Generally, this paper provides information and recommendation to those responsible for the integration of new technologies into science education.

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Barriers to the Successful Integration of ICT in Teaching and Learning Environments: A Review of the Literature

This article reports on a large‐scale (n = 1,056), exploratory factor analysis study that determined the underlying constructs that comprise student barriers to online learning. The eight factors f...

Student barriers to online learning: A factor analytic study

The No Significant Difference Phenomenon (NSDP) is designed and arranged differently from other monographs or books. NSDP contains a compilation of briefly described research findings related to the effective use of technology, chiefly distance learning, compared to alternative methods or techniques of teaching. The annotated studies are arranged chronologically by year beginning in 1928 and ending in 1998. There are 355 research reports, summaries, and papers cited in which no significance difference was reported between the variables compared.

https://www.jstor.org/stable/jeductechsoci.2.3.142

No Significant Difference Phenomenon.

Textbook details: Integrating Technology for Meaningful Learning, Second Edition Grabe, Mark (Professor and Head, Department of Psychology, University of North Dakota and Grabe, Cindy (Technology Facilitator, Grand Forks Schools, North Dakota) 1998, Houghton Mifflin Company, 222 Berkley Street, Boston, MA 02116 USA (ISBN 0 395 87136 0) Pages, 451; parts, 3; chapters, 11; glossary; references; chapter summaries; and graphics.

Integrating Technology for Meaningful Learning.

Textbook details: Teaching with the Internet: Lessons from the Classroom http://web.syr.edu/~djleu/teaching.html Leu, Donald J., Jr. & Leu, Deborah Diadiun 1999, Christopher-Gordon Publishers, Inc., Norwood, Massachusetts, 1502 Providence Highway, Suite 12, Norwood, MA 02062 USA Tel: +1 800 934 8322 http://www.Christopher-Gordon.com (ISBN 0-926842-85-4) Pages: 336; Chapters: 12; glossary and index; and special internet resources sites at the end of each chapter.

/pdf/teaching-with-the-internet-lessons-from-the-classroom-1wx7s78bnc.pdf

Teaching with the Internet: Lessons from the Classroom.

New updated! The latest book from a very famous author finally comes out. Book of learning with internet tools a primer, as an amazing reference becomes what you need to get. What's for is this book? Are you still thinking for what the book is? Well, this is what you probably will get. You should have made proper choices for your better life. Book, as a source that may involve the facts, opinion, literature, religion, and many others are the great friends to join with.

James R. Layton

Papers

No Significant Difference Phenomenon.

Integrating Technology for Meaningful Learning.

Teaching with the Internet: Lessons from the Classroom.

Learning with Internet Tools: A Primer.