The 101 computer-based education (CBE) studies considered for use in this meta-analysis came from three major sources: references in an earlier meta-analytic review of CBE at the college level (J. Kulik, et al., 1980); a computer search of the Comprehensive Dissertation Abstracts and ERIC databases; and utilization of the bibliographies contained within the documents located through reviews and computer searches. The instructional outcome measured most often in the 101 studies was student learning as indicated on achievement examinations given at the end of a program of instruction. Some additional outcome variables measured included: performance on a follow-up or retention examination at a later date; attitudes toward computers; course completion; and amount of time needed for instruction. Findings indicate that computer-based education usually has positive effects on college students (CBE raised student examination scores by 0.26 standard deviations in the average study); CBE effects were somewhat lower in unpublished studies than they were in published reports; CBE effects were also somewhat lower in the hard, nonlife sciences than in the social and life sciences and education; CBE produced small but positive changes in student attitudes toward instruction and computers; and CBE also reduced substantially the amount of time needed for instruction. A 12-page reference list and 4 tables complete the document. (Author/JB)
Kulik, C.L.C. & Kulik, J.A. Effectiveness of Computer-Based Education in Colleges.
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Journal of Educational Multimedia and Hypermedia Vol. 16, No. 2 (April 2007) pp. 183–211
Michael Collins, Memorial University of Newfoundland, Canada
Journal of Computers in Mathematics and Science Teaching Vol. 17, No. 1 (1998) pp. 75–94
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