Robert M. Bernard

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 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.

TL;DR: In this paper, a meta-analysis of the experimental literature of distance education (DE) compares different types of interaction treatments (ITs) with other DE instructional treatments, which are intended to facilitate student-student (SS), student-teacher (ST), or student-content (SC) interactions.

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 results indicate that, in terms of achievement outcomes, BL conditions exceed CI conditions by about one-third of a standard deviation, and how this line of research can improve pedagogy and student achievement is explored.