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Effectiveness of Computer-Based Adult Education


The meta-analytic approach used in this review is similar to that described by Glass et al. (1981), whose approach requires a reviewer to locate and code studies of an issue, to code study outcomes on a common scale, and to use statistical methods to relate study features to outcomes. The studies considered for use in this meta-analysis came from three sources: references in Orlansky and String's (1979) review of findings on computer effectiveness in military training; a computer search of two data bases, Comprehensive Dissertation Abstracts and ERIC; and branching from the bibliographies in documents located through these computer searches. The procedure yielded 24 studies that met basic criteria for inclusion in the study pool. The instructional outcome measured most often was student learning, as indicated on achievement examinations given at the end of the program of instruction. Findings indicate that computer based education (CBE) usually has positive effects on the adult learner: CBE raised the examination scores of such students by 0.42 standard deviations in the average study. Two study features appeared to be related to the size of achievement effect reported in the studies: type of CBE and publication source for the studies. However, reliable conclusions cannot be reached about long-term cognitive effects of CBE because of the small number of studies in this area. (Author/JB)


Kulik, C.L.C. Effectiveness of Computer-Based Adult Education. Retrieved September 21, 2019 from .

This record was imported from ERIC on March 21, 2014. [Original Record]

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