Search results for author:"Richard+F+Schmid"
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World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 6255–6262
Students from a graduate class in educational computing took part in a study exploring the effectiveness of learner-controlled, web-based tools to support knowledge building and self-regulation. Learners were randomly divided into one of five study...
Data on the intrinsic characteristics of an educational program are essential in pilot testing new programs in order to determine how successfully design components have achieved their intended purpose. At the outset of an evaluation of such data,...
Journal of Interactive Learning Research Vol. 21, No. 2 (April 2010) pp. 187–213
Despite its potential, online dialogue (online dialogue) can be superficial. Following Vygotskian (1978) and design experiment approaches (Brown, 1992), this study explores a labelling feature that allows students to tag parts of their messages....
Educational Communication and Technology: A Journal of Theory, Research, and Development Vol. 34, No. 3 (1986) pp. 163–74
Describes algorithms and shows how they can be applied to the design of instructional systems by relating them to a standard information processing model. Two studies are briefly described which tested serial and parallel processing in learning and...
Journal of Educational Technology Systems Vol. 34, No. 4 (2006) pp. 401–425
This study investigated the role that computer technology plays in transforming the learning process in higher education. Specifically, we looked at the relationship between computer-technology use, active learning, and perceived course...
A Human-Computer Partnership: The Tutor/Child/Computer Triangle Promoting the Acquisition of Early Literacy Skills
Journal of Research on Technology in Education Vol. 41, No. 1 (2008) pp. 63–84
This study involved the analysis of the complex interactions that take place between tutors and preschool children using a computer during early literacy tutoring sessions. Eight five-year-old pre- and early-readers attending a childcare centre...
Supporting the Learning Process with Collaborative Concept Mapping Using Computer-based Communication Tools and Processes
Educational Research and Evaluation Vol. 7, No. 2 (2001) pp. 263–83
Studied the effects of a combination of student collaboration, concept mapping, and electronic technologies with 26 students in a graduate level learning theories class. Findings suggest that concept mapping and collaborative learning techniques...
Computers & Education Vol. 47, No. 4 (December 2006) pp. 465–489
This study investigated the relationship between the amount of computer technology used in post-secondary education courses, students’ perceived effectiveness of technology use, and global course evaluations. Survey data were collected from 922...
Topics: Post Secondary Education
International Journal of Computer-Supported Collaborative Learning Vol. 5, No. 1 (March 2010) pp. 103–116
This paper explores a labelling feature designed to support higher-level online dialogue. It investigates whether students use labels less often during a structured online dialogue than during an unstructured one, and looks at students' reactions to ...
"Developing a Perspective", "Inter-Connecting", and "Bringing It Together": Who Chooses to Use a Labelling Feature in Online Conversations in a Graduate Course?
Educational Media International Vol. 46, No. 4 (December 2009) pp. 317–334
This study explores a labelling feature that allows students to tag parts of their online messages. Data comes from four sequentially offered sessions of a graduate education course. Students engaged in two to three online activities in groups of...
Technology Integration in Postsecondary Education: A Summary of Findings of a Series of Meta-Analytical Research
EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 1764–1774
Although the overall research literature on the application of educational technologies to classroom instruction tends to favor their use over their non-use these results vary considerably depending on what kind of technology is used, who it is used ...
A Multi-Year Investigation of the Relationship between Pedagogy, Computer Use and Course Effectiveness in Postsecondary Education
Journal of Computing in Higher Education Vol. 23, No. 1 (April 2011) pp. 1–14
This study investigated the change in the relationship between pedagogy, computer-use and students' perceptions about course-effectiveness over time. Students from a Canadian university completed a questionnaire in two different years (2003 = 1,834...
Achievement and attitudes in technology-supported postsecondary education: Complexity of relationships through the lens of meta-analysis
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1994–2003
One-hundred and forty-three paired achievement and attitudinal effect sizes from a meta-analysis of technology use in postsecondary education were subjected to correlational analyses to explore patterns of association between learning satisfaction...
An Exploration of Bias in Meta-Analysis: The Case of Technology Integration Research in Higher Education
Journal of Computing in Higher Education Vol. 26, No. 3 (December 2014) pp. 183–209
This article contains a second-order meta-analysis and an exploration of bias in the technology integration literature in higher education. Thirteen meta-analyses, dated from 2000 to 2014 were selected to be included based on the questions asked and ...
Assessing Computer Use and Perceived Course Effectiveness in Post-Secondary Education in an American/Canadian Context
Rana M. Tamim; Gretchen Lowerison; Richard F. Schmid; Robert M. Bernard; Philip C. Abrami; Christina Dehler
Journal of Educational Computing Research Vol. 39, No. 3 (2008) pp. 221–234
The purpose of this research is to investigate the relationship between computer technology's role and students' perceptions about course effectiveness. Students from two universities (one Canadian, n = 1465; one American, n = 831) completed a 71...
What Forty Years of Research Says about the Impact of Technology on Learning: A Second-Order Meta-Analysis and Validation Study
Review of Educational Research Vol. 81, No. 1 (March 2011) pp. 4–28
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...
A Meta-Analysis of Blended Learning and Technology Use in Higher Education: From the General to the Applied
Journal of Computing in Higher Education Vol. 26, No. 1 (April 2014) pp. 87–122
This paper serves several purposes. First and foremost, it is devoted to developing a better understanding of the effectiveness of blended learning (BL) in higher education. This is achieved through a meta-analysis of a sub-collection of comparative ...
Technology-supported student interaction in post-secondary education: A meta-analysis of designed versus contextual treatments
Computers & Education Vol. 96, No. 1 (May 2016) pp. 15–28
The present study extends the results of a larger meta-analysis that addressed the effects of technology use on student achievement and attitudes in postsecondary education. The focus of the current meta-analysis is the use of technology to enable...
Richard F. Schmid; Robert M. Bernard; Eugene Borokhovski; Rana M. Tamim; Philip C. Abrami; Michael A. Surkes; C. Anne Wade; Jonathan Woods
Computers & Education Vol. 72, No. 1 (March 2014) pp. 271–291
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...
Technology's Effect on Achievement in Higher Education: A Stage I Meta-Analysis of Classroom Applications
Richard F. Schmid; Robert M. Bernard; Eugene Borokhovski; Rana Tamim; Philip C. Abrami; C Anne Wade; Michael A. Surkes; Gretchen Lowerison
Journal of Computing in Higher Education Vol. 21, No. 2 (August 2009) pp. 95–109
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...