Search results for author:"Eugene Borokhovski"
Total records matched: 19 Search took: 0.107 secs
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Eugene Borokhovski
Centre for the Study of Learning and Performance (CSLP), Concordia University
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Detecting Bias in Meta-Analyses of Distance Education Research: Big Pictures We Can Rely On
Robert M. Bernard; Eugene Borokhovski; Rana M. Tamim
Distance Education Vol. 35, No. 3 (2014) pp. 271–293
This article has two interrelated purposes. The first is to explain how various forms of bias, if introduced during any stage of a meta-analysis, can provide the consumer with a misimpression of the state of a research literature. Five of the most...
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Technology and Student Achievement: What do 40 Years of Research and 25 Years of Systematic Reviews Have to Tell
Rana Tamim; Robert Bernard; Eugene Borokhovski; Richard Schmid; Philip Abrami
World Conference on Educational Media and Technology 2010 (Jun 29, 2010) pp. 3142–3152
This research involved a systematic quantitative synthesis procedure to answer the question: does technology use affect student achievement in formal face-to-face classroom settings as compared to traditional settings. An extensive literature search ...
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Technology Integration in Postsecondary Education: A Summary of Findings of a Series of Meta-Analytical Research
Eugene Borokhovski; Robert M. Bernard; Rana Tamim; Richard F. Schmid
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 ...
Topics: pedagogical issues, Teaching/Learning Strategies, Integration, Research Perspectives
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An Exploration of Bias in Meta-Analysis: The Case of Technology Integration Research in Higher Education
Robert M. Bernard; Eugene Borokhovski; Richard F. Schmid; Rana M. Tamim
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 ...
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Are Contextual and Designed Student-Student Interaction Treatments Equally Effective in Distance Education?
Eugene Borokhovski; Rana Tamim; Robert M. Bernard; Philip C. Abrami; Anna Sokolovskaya
Distance Education Vol. 33, No. 3 (2012) pp. 311–329
This systematic review draws from and builds upon the results of a meta-analysis of the achievement effects of three types of interaction treatments in distance education: student-student, student-teacher, and student-content (Bernard et al., ...
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Interaction in Distance Education and Online Learning: Using Evidence and Theory to Improve Practice
Philip C. Abrami; Robert M. Bernard; Eva M. Bures; Eugene Borokhovski; Rana M. Tamim
Journal of Computing in Higher Education Vol. 23, No. 2 (December 2011) pp. 82–103
In a recent meta-analysis of distance and online learning, Bernard et al. (2009) quantitatively verified the importance of three types of interaction: among students, between the instructor and students, and between students and course content. In...
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Achievement and attitudes in technology-supported postsecondary education: Complexity of relationships through the lens of meta-analysis
Eugene Borokhovski; Robert M. Bernard; Rana M. Tamim; Richard F. Schmid
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...
Topics: online learning environments, E-learning/E-training, Flexible learning
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A Review of e-Learning in Canada: Rejoinder to Commentaries
Philip Abrami; Robert Bernard; Anne Wade; Eugene Borokhovski; Rana Tamin; Michael Surkes; Dai Zhang; Dai Zhang
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 32, No. 3 (Oct 15, 2006)
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Gender-based “digital divide”: The latest update from meta-analytical research
Eugene Borokhovski; Rana M. Tamim; David Pickup; Jihan Rabah; Yulia Obukhova
EdMedia + Innovate Learning 2019 (Jun 24, 2019) pp. 1555–1561
A meta-analytical study of empirical research on gender-based differences in Information and Communication Technology (ICT) perception and use for educational purposes is based on data from 363 primary studies and encompasses four major outcome...
Topics: Global learning barriers, challenges, and concerns, Digital divide issues, initiatives, and cases
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What Forty Years of Research Says about the Impact of Technology on Learning: A Second-Order Meta-Analysis and Validation Study
Rana M. Tamim; Robert M. Bernard; Eugene Borokhovski; Philip C. Abrami; Richard F. Schmid
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...
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A Meta-Analysis of Blended Learning and Technology Use in Higher Education: From the General to the Applied
Robert M. Bernard; Eugene Borokhovski; Richard F. Schmid; Rana M. Tamim; Philip C. Abrami
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 ...
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Technology-supported student interaction in post-secondary education: A meta-analysis of designed versus contextual treatments
Eugene Borokhovski; Robert M. Bernard; Rana M. Tamim; Richard F. Schmid; Anna Sokolovskaya
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...
Language: English
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An Extended Systematic Review of Canadian Policy Documents on e-Learning: What We’re Doing and Not Doing
Eugene Borokhovski; Robert Bernard; Erin Mills; Philip Abrami; C Wade; Rana Tamim; Edward Bethel; Gretchen Lowerison; David Pickup; Michael Surkes
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 37, No. 3 (Nov 18, 2011)
This systematic review builds upon the work of Authors (2006) and McGreal and Anderson (2007). It seeks to provide a synthesis and discussion of publicly available government policy documents with regard to e-learning in Canada. There is general...
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A Meta-Analysis of Three Types of Interaction Treatments in Distance Education
Robert M. Bernard; Philip C. Abrami; Eugene Borokhovski; C Anne Wade; Rana M. Tamim; Michael A. Surkes; Edward Clement Bethel
Review of Educational Research Vol. 79, No. 3 (2009) pp. 1243–1289
This meta-analysis of the experimental literature of distance education (DE) compares different types of interaction treatments (ITs) with other DE instructional treatments. ITs are the instructional and/or media conditions designed into DE courses, ...
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An Extended Systematic Review of Canadian Policy Documents on e-Learning: What We’re Doing and Not Doing
Eugene Borokhovski; Robert Bernard; Erin Mills; Philip Abrami; C Wade; Rana Tamim; Edward Bethel; Gretchen Lowerison; David Pickup; Michael Surkes; Michael Surkes
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 37, No. 3 (Nov 18, 2011)
This systematic review builds upon the work of Authors (2006) and McGreal and Anderson (2007). It seeks to provide a synthesis and discussion of publicly available government policy documents with regard to e-learning in Canada. There is general...
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The effects of technology use in postsecondary education: A meta-analysis of classroom applications
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...
Language: English
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A Review of e-Learning in Canada: A Rough Sketch of the Evidence, Gaps and Promising Directions
Philip Abrami; Robert Bernard; Anne Wade; Richard Schmid; Eugene Borokhovski; Rana Tamin; Michael Surkes; Gretchen Lowerison; Dai Zhang; Iolie Nicolaidou; Sherry Newman; Lori Wozney; Anna Peretiatkowicz; Anna Peretiatkowicz
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 32, No. 3 (Oct 15, 2006)
This review provides a rough sketch of the evidence, gaps and promising directions in e-learning from 2000 onwards, with a particular focus on Canada. We searched a wide range of sources and document types to ensure that we represented,...
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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...