The effects of technology use in postsecondary education: A meta-analysis of classroom applications
ARTICLE
Richard F. Schmid, Robert M. Bernard, Eugene Borokhovski, Centre for the Study of Learning and Performance, Canada ; Rana M. Tamim, Zayed University, United Arab Emirates ; Philip C. Abrami, Michael A. Surkes, C. Anne Wade, Jonathan Woods, Centre for the Study of Learning and Performance, Canada
Computers & Education Volume 72, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
Abstract
This meta-analysis is a study of the experimental literature of technology use in postsecondary education from 1990 up to 2010 exclusive of studies of online or distance education previously reviewed by Bernard et al. (2004). It reports the overall weighted average effects of technology use on achievement and attitude outcomes and explores moderator variables in an attempt to explain how technology treatments lead to positive or negative effects. Out of an initial pool of 11,957 study abstracts, 1105 were chosen for analysis, yielding 879 achievement and 181 attitude effect sizes after pre-experimental designs and studies with obvious methodological confounds were removed. The random effects weighted average effect size for achievement was g+ = 0.27, k = 879, p < .05, and for attitude outcomes it was g+ = 0.20, k = 181, p < .05. The collection of achievement outcomes was divided into two sub-collections, according to the amount of technology integration in the control condition. These were no technology in the control condition (k = 479) and some technology in the control condition (k = 400). Random effects multiple meta-regression analysis was run on each sub-collection revealing three significant predictors (subject matter, degree of difference in technology use between the treatment and the control and pedagogical uses of technology). The set of predictors for each sub-collection was both significant and homogeneous. Differences were found among the levels of all three moderators, but particularly in favor of cognitive support applications. There were no significant predictors for attitude outcomes.
Citation
Schmid, R.F., Bernard, R.M., Borokhovski, E., Tamim, R.M., Abrami, P.C., Surkes, M.A., Wade, C.A. & Woods, J. (2014). The effects of technology use in postsecondary education: A meta-analysis of classroom applications. Computers & Education, 72(1), 271-291. Elsevier Ltd. Retrieved March 19, 2024 from https://www.learntechlib.org/p/200895/.
This record was imported from Computers & Education on January 31, 2019. Computers & Education is a publication of Elsevier.
Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2013.11.002Keywords
Cited By
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Impact of Technology on Post-secondary Classroom Culture: A Critical Literature Review
Susan W Bontly, Cynthia Gomez, Samar Khalil & Tahani Fouad Mansour, NMSU, College of Education, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1862–1870
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