Search results for author:"Anne+Wade"
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The Effectiveness of the ABRACADABRA (ABRA) Web-Based Literacy Program on Primary School Students in Hong Kong
Journal of Interactive Learning Research Vol. 27, No. 3 (July 2016) pp. 219–245
This pilot project investigated the effects of ABRACADABRA (ABRA), a web-based literacy program developed by the Centre for the Study of Learning and Performance (CSLP) at Concordia University, on primary school children in Hong Kong. A total of 125 ...
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 ...
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)-...
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 34, No. 3 (Apr 06, 2009)
At the Centre for the Study of Learning and Performance (CSLP) at Concordia University in Montreal, Quebec, we have developed the Electronic Portfolio Encouraging Active Reflective Learning Software (ePEARL) to promote student self-regulation and...
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 ...
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...
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 ...
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...
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 ...
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...