Search results for author:"Philip C. Abrami"
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Computers & Education Vol. 75, No. 1 (June 2014) pp. 162–172
The research presented here explores the impact of two web-based applications (an interactive, multimedia literacy software and a digital process portfolio) on early elementary students' reading comprehension. Two studies were conducted during the...
Review of Educational Research Vol. 71, No. 3 (2001) pp. 449–521
Synthesized the empirical research on the effects of social context (small group versus individual learning) when students learn using computer technology. Analyzed 486 independent findings from 122 studies involving 11,317 learners. On average,...
Distance Education Vol. 27, No. 1 (May 2006) pp. 5–26
This article extends the issues and arguments raised in Bernard, Abrami, Lou, and Borokhovski ("Distance Education", 25(2), 175-198, 2004) regarding the design of quantitative, particularly experimental research in distance education. A single...
Motivation To Learn via Computer Conferencing: Exploring How Task-Specific Motivation and CC Expectations are Related to Student Acceptance of Learning via CC
Journal of Educational Computing Research Vol. 27, No. 3 (2002) pp. 249–64
Investigated the relationship between university student motivation and student acceptance of learning via computer conferencing (CC). Considered frequency of contributing online messages; satisfaction with CC; grades; effort; goal orientation;...
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...
Distance Education Vol. 25, No. 2 (Oct 01, 2004) pp. 175–198
This article is about the quantitative research practices and methodologies that are used in distance education (DE). It begins with an analysis and assessment of a segment of the DE research literature, DE/classroom comparison studies, based on a...
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 ...
Journal of Research in Reading Vol. 35, No. 1 (February 2012) pp. 69–86
This paper reports the follow-up of a randomised control trial study of the ABRACADABRA web-based literacy intervention that contrasted synthetic versus analytic phonics (Comaskey, Savage & Abrami, 2009) in kindergarten children from urban low-SES...
Media and Pedagogy in Undergraduate Distance Education: A Theory-Based Meta-Analysis of Empirical Literature
Educational Technology Research and Development Vol. 54, No. 2 (April 2006) pp. 141–176
This meta-analysis employs a theoretical framework in quantitatively synthesizing empirical studies that investigate the effects of distance education (DE) versus classroom instruction on undergraduate student achievement. Analyses of 218 findings...
Distance Education Vol. 25, No. 1 (May 01, 2004) pp. 31–47
The study reported here concerns the development and predictive validation of an instrument to assess the achievement outcomes of DE/online learning success. A 38-item questionnaire was developed and administered to 167 students who were about to...
Research in Higher Education Vol. 41, No. 5 (2000) pp. 593–621
Examination of student (n=79) motivation to learn via computer conferencing (CC) found that students who believe CC will help them learn the course material (outcome expectations) and believe they are capable of learning how to use CC (self-efficacy)...
Educational Research and Evaluation Vol. 7, No. 2 (2001) pp. 223–39
Developed and performed a formative evaluation of a computer assisted tutoring program to help students experiencing problems learning to read. Initial findings with 12 tutors and 25 first and second graders provide support for developing a program...
"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...
Education and Information Technologies Vol. 21, No. 4 (2016) pp. 945–964
The research explores the impact of interactive, multimedia literacy software (ABRA) on the reading skills of early elementary students in Kenya. Twelve grade two English teachers and their students from six schools were randomly divided in half: an ...
Computers & Education Vol. 55, No. 1 (August 2010) pp. 84–91
Can an electronic portfolio that is both a multimedia container for student work and a tool to support key learning processes have a positive impact on the literacy practices and self-regulated learning skills of students? This article presents the...
Using Electronic Portfolios to Foster Literacy and Self-Regulated Learning Skills in Elementary Students
Journal of Educational Psychology Vol. 105, No. 4 (November 2013) pp. 1188–1209
The research presented here is a continuation of a line of inquiry that explores the impacts of an electronic portfolio software called ePEARL, which is a knowledge tool designed to support the key phases of self-regulated learning (SRL)-...
Examining the Impact of the ABRACADABRA (ABRA) Web-Based Literacy Program on Primary School Students in Hong Kong
Education and Information Technologies Vol. 22, No. 6 (2017) pp. 2671–2691
The current paper examined the effects of A Balanced Reading Approach for Children Always Designed to Achieve Best Results for All (ABRA), a web-based literacy programme developed by the the Centre for the Study of Learning and Performance (CSLP) at ...
Are Contextual and Designed Student-Student Interaction Treatments Equally Effective in Distance Education?
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., ...
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...
Interaction in Distance Education and Online Learning: Using Evidence and Theory to Improve Practice
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...
Examining the Impact of ABRACADABRA on Early Literacy in Northern Australia: An Implementation Fidelity Analysis
Journal of Educational Research Vol. 107, No. 4 (2014) pp. 299–311
To address students' poor literacy outcomes, an intervention using a computer-based literacy tool, ABRACADABRA, was implemented in 6 Northern Australia primary schools. A pretest, posttest parallel group, single blind multisite randomized...
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...
The Effects of Synchronous and Asynchronous Distance Education: A Meta-Analytical Assessment of Simonson's "Equivalency Theory"
Annual Meeting of the Association for Educational Communications and Technology 2004 (October 2005)
Simonson, Schlosser and Hanson (1999) argue that a new theory called "equivalency theory" is needed to account for the unique features of the "teleconferencing" (synchronous) model of DE that is prevalent in many North American universities. Based...
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 ...
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, ...
Larysa V Lysenko; Steven Rosenfield; Helena Dedic; Annie Savard; Einat Idan; Philip C. Abrami; Anne Wade; Nadia Naffi
Journal of Information Technology Education: Innovations in Practice Vol. 15, No. 1 (Dec 27, 2015) pp. 19–34
The pilot research presented here explores the classroom use of Emerging Literacy in Mathematics (ELM) software, a research-based bilingual interactive multimedia instructional tool, and its potential to develop emerging numeracy skills. At the time ...
Bette Chambers; Robert E. Slavin; Nancy A. Madden; Philip C. Abrami; Bradley J. Tucker; Alan Cheung; Richard Gifford
Elementary School Journal Vol. 109, No. 1 (September 2008) pp. 1–15
This article evaluates 2 technology applications for teaching beginning reading. One, embedded multimedia, involves brief phonics and vocabulary videos threaded through teachers' lessons. The other, computer-assisted tutoring, helps tutors with...
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...
How Does Distance Education Compare with Classroom Instruction? A Meta-Analysis of the Empirical Literature
Robert M. Bernard; Philip C. Abrami; Yiping Lou; Evgueni Borokhovsk; Anne Wade; Lori Wozney; Peter Andrew Wallet; Manon Fiset; Binru Huang
Review of Educational Research Vol. 74, No. 3 (2004) pp. 379–439
A meta-analysis of the comparative distance education (DE) literature between 1985 and 2002 was conducted. In total, 232 studies containing 688 independent achievement, attitude, and retention outcomes were analyzed. Overall results indicated effect ...