Technology’s effect on achievement in higher education: a Stage I meta-analysis of classroom applications Export

@article{citeulike:4945871, abstract = {Abstract\ \ This paper reports the findings of a Stage I meta-analysis exploring the achievement effects of computer-based technology use in higher education classrooms (non-distance education). An extensive literature search revealed more than 6,000 potentially relevant primary empirical studies. Analysis of a representative sample of 231 studies (k\ =\ 310) yielded a weighted average effect size of 0.28 surrounded by wide variability. A mixed effects model was adopted to explore coded moderators of effect size. Research design was found to be not significant across true, quasi- and pre-experimental designs, so the designs were combined. The variable ” degree of technology use” (i.e., low, medium, and high) was found to be significant, with low and medium use performing significantly higher than high use. For the variable ” type of use” (i.e., cognitive support tools, presentational tools, and multiple uses), cognitive support (g+\ =\ 0.40) was greater than presentational and multiple uses.}, author = {Schmid, Richard and Bernard, Robert and Borokhovski, Eugene and Tamim, Rana and Abrami, Philip and Wade, C. and Surkes, Michael and Lowerison, Gretchen}, citeulike-article-id = {4945871}, citeulike-linkout-0 = {http://dx.doi.org/10.1007/s12528-009-9021-8}, citeulike-linkout-1 = {http://www.springerlink.com/content/v34171l477836522}, day = {1}, doi = {10.1007/s12528-009-9021-8}, journal = {Journal of Computing in Higher Education}, keywords = {edutech, metaanalyses}, month = {August}, number = {2}, pages = {95--109}, posted-at = {2009-11-07 13:07:36}, priority = {2}, title = {Technology's effect on achievement in higher education: a Stage I meta-analysis of classroom applications}, url = {http://dx.doi.org/10.1007/s12528-009-9021-8}, volume = {21}, year = {2009} }

TY - JOUR ID - citeulike:4945871 L3 - citeulike-article-id:4945871 N2 - Abstract  This paper reports the findings of a Stage I meta-analysis exploring the achievement effects of computer-based technology use in higher education classrooms (non-distance education). An extensive literature search revealed more than 6,000 potentially relevant primary empirical studies. Analysis of a representative sample of 231 studies (k = 310) yielded a weighted average effect size of 0.28 surrounded by wide variability. A mixed effects model was adopted to explore coded moderators of effect size. Research design was found to be not significant across true, quasi- and pre-experimental designs, so the designs were combined. The variable “degree of technology use” (i.e., low, medium, and high) was found to be significant, with low and medium use performing significantly higher than high use. For the variable “type of use” (i.e., cognitive support tools, presentational tools, and multiple uses), cognitive support (g+ = 0.40) was greater than presentational and multiple uses. IS - 2 JF - Journal of Computing in Higher Education EP - 109 TI - Technology’s effect on achievement in higher education: a Stage I meta-analysis of classroom applications VL - 21 SP - 95 KW - edutech KW - metaanalyses AU - Schmid, Richard AU - Bernard, Robert AU - Borokhovski, Eugene AU - Tamim, Rana AU - Abrami, Philip AU - Wade, C AU - Surkes, Michael AU - Lowerison, Gretchen PY - 2009/08/01/ UR - http://dx.doi.org/10.1007/s12528-009-9021-8 ER -