Search results for author:"Robert M. Bernard"
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Educational Communication and Technology: A Journal of Theory, Research, and Development Vol. 29, No. 2 (1981) pp. 101–8
This study, designed to determine whether contextual organizers presented before prose passages can improve learning and retention among undergraduates with no prior knowledge of the subject, compared the effects of two types of organizers--images...
Effects of Processing Instructions on the Usefulness of a Graphic Organizer and Structural Cueing in Text
Instructional Science: An International Journal of the Learning Sciences Vol. 19, No. 3 (1990) pp. 207–17
Describes a study of junior college students that examined the interrelationship of structural cueing and graphic organizers, two prose processing adjuncts intended to convey the presence and nature of structure in text to learners with high, middle,...
Journal of Educational Computing Research Vol. 13, No. 2 (1995) pp. 111–27
Presents results of a meta-analysis conducted on the literature concerning the effects of feedback on learning from computer-based instruction. Effect size, analysis of variance, multiple regression, and posttest data are described, and the critical ...
Distance Education Vol. 13, No. 2 (1992) pp. 218–33
Investigates the effectiveness of inserted questions and concept mapping for enhancing academic performance. The study sample was composed of 141 nursing students enrolled in a 20-week distance education course. Subjects who completed concept...
Educational and Training Technology International Vol. 27, No. 3 (1990) pp. 293–300
Discussion of interpersonal communication in distance education highlights a project developed at St Francis Xavier University that used voice mail, a telephone-based computer communication system, to enhance communication between students and staff....
Canadian Journal of Educational Communication Vol. 23, No. 2 (1994) pp. 133–52
Describes three learner assessment strategies and their possible effects on text design strategies for distance education materials. Prior knowledge, reading ability and text readability, and learning styles are examined; learner characteristics and ...
Distance Education Vol. 10, No. 1 (1989) pp. 7–27
Discussion of interpersonal communication in distance education focuses on a study conducted at the Institute of Canadian Bankers based on Keegan's theoretical framework of re-integrating interpersonal components through learning materials....
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...
Computer Conferencing: An Environment for Collaborative Project-based Learning in Distance Education
Educational Research and Evaluation Vol. 7, No. 2 (2001) pp. 241–61
Studied the effects of group formation strategy and levels of tutor intervention on online collaborative learning in a distance education class. Results with 45 undergraduates favor the random assignment of students to collaborative groups and the...
Developments and Trends in Synthesizing Diverse Forms of Evidence: Beyond Comparisons between Distance Education and Classroom Instruction
Distance Education Vol. 31, No. 3 (November 2010) pp. 231–256
This paper describes a range of models and methods for synthesizing diverse forms of research evidence. Although this topic is applicable to many contexts (e.g. education, health care), the focus here is on the research traditions of distance...
Canadian Journal of Educational Communication Vol. 20, No. 3 (1991) pp. 153–70
Examines the major changes that have occurred in the field of educational technology (ET) during the years 1968-89 from three perspectives: (1) the professional literature, (2) the curriculum of Concordia University's (Quebec) graduate program in ET,...
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...
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...
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. 21, No. 2 (2000) pp. 260–77
Provides an overview of issues relating to practice and research regarding collaborative online learning in distance education. Topics include traditional problems of distance education; instructional design issues, including course preparation,...
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...
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...
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...
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...
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 ...
Journal of Continuing Education in the Health Professions Vol. 30, No. 1 (2010) pp. 3–10
Introduction: Physician use of online continuing medical education (CME) is growing, but there are conflicting data on the uptake of online CME and few details on this market. Methods: Analyses of 11 years of data from the Accreditation Council...
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...
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., ...
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, ...
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 ...