Iterative Design of a Labelling Feature: Supporting Online Learning through Structuring the User Interface

Eva Bures; Philip Abrami

World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 980–987

Online dialogue holds promise to support high-level dialogue by allowing for more reflective reading and writing, but can be superficial just as in face-to-face conversations. This paper describes the design of a labelling feature intended to...

ABRACADABRA: Progress in the development, Implementation and effectiveness of a web-based literacy resource

Robert Savage; Philip Abrami

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 6530–6536

ABRACADABRA, A Balanced Reading Approach for Canadians Designed to Achieve Best Results for All (http://grover.concordia.ca/ABRA/php2006/ abracadabra.html), is a reading intervention being developed by the Centre for the Study of Learning and...

Directions for Research and Development on Electronic Portfolios

Philip Abrami; Helen Barrett; Helen Barrett

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 31, No. 3 (Oct 15, 2005)

This lead article for the special issue of the Canadian Journal of Learning and Technology explores directions for research and development on electronic portfolios, which are digital containers capable of storing visual and auditory content;...

The Effects of ABRACADABRA on Reading Outcomes: A Meta-analysis of Applied Field Research

Philip Abrami; Eugene Borohkovski; Larysa Lysenko

Journal of Interactive Learning Research Vol. 26, No. 4 (October 2015) pp. 337–367

This meta-analysis summarizes research on the effects of a comprehensive, interactive web-based software (AXXX) on the development of reading competencies among kindergarteners and elementary students. Findings from seven randomized control trials...

Topics: Competencies, Learning Outcomes, Research Methods

Fostering Quality Online Dialogue: Does Labelling Help?

Eva Bures; Philip Abrami; Richard F. Schmid

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....

Topics: eLearning, Collaboration, Educational Technology, Information Communication Technologies, Students

Assessing Electronic Portfolios -- Now that we have them, what can we do with them?

Eva Bures; Philip Abrami; Caitlin Bentley

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 7030–7038

An approach to assessing electronic portfolios is developed working with two teachers and other experts, and the inter-rater reliability is explored. The assessment has two parts. First the teacher assigns holistic marks and comments to up to six...

Implementing Computer Technologies: Teachers' Perceptions and Practices

Lori Wozney; Vivek Venkatesh; Philip Abrami

Journal of Technology and Teacher Education Vol. 14, No. 1 (January 2006) pp. 173–207

This study investigates personal and setting characteristics, teacher attitudes, and current computer technology practices among 764 elementary and secondary teachers from both private and public school sectors in Quebec. Using expectancy- value...

Topics: Computers, Teachers

Inattention and Response to the ABRACADABRA Web-Based Literacy Intervention

Louise Deault; Robert Savage; Philip Abrami

Journal of Research on Educational Effectiveness Vol. 2, No. 3 (2009) pp. 250–286

Inattention is often associated with reduced response to reading intervention. This study explored attention as a predictor of individual variation in response to a free-access Web-based literacy intervention, ABRACADABRA (http://abralite.concordia...

An Electronic Portfolio to Support Learning

Anne Wade; Philip Abrami; Jennifer Sclater; Jennifer Sclater

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 31, No. 3 (Oct 15, 2005)

n this paper, we provide a description of a CSLP research project that looked at portfolio use within a middle school, the web-based e-portfolio software we have developed within the context of the Quebec educational system, our plans for further...

Ubiquitous technology integration in Canadian public schools: Year one study

Jennifer Sclater; Fiore Sicoly; Philip Abrami; C Wade; C Wade

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 32, No. 1 (Feb 15, 2006)

The current investigation was an exploration of the first year of a multi-year project designed to provide every Grade 3 to Grade 11 student throughout an English school board in Quebec with a laptop computer. Data were collected from 403 elementary ...

A Randomized Controlled Trial Study of the ABRACADABRA Reading Intervention Program in Grade 1

Robert S. Savage; Philip Abrami; Geoffrey Hipps; Louise Deault

Journal of Educational Psychology Vol. 101, No. 3 (August 2009) pp. 590–604

This study reports a randomized controlled trial evaluation of a computer-based balanced literacy intervention, ABRACADABRA (http://grover.concordia.ca/abra/version1/abracadabra.html). Children (N = 144) in Grade 1 were exposed either to computer...

The reality of assessing ‘authentic’ electronic portfolios: Can electronic portfolios serve as a form of standardized assessment to measure literacy and self-regulated learning at the elementary level? / L’évaluation d’e-portfolio «authentiques»

Eva Bures; Alexandra Barclay; Philip Abrami; Elizabeth Meyer

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 39, No. 4 (Dec 21, 2013)

This study explores electronic portfolios and their potential to assess student literacy and self-regulated learning in elementary-aged children. Assessment tools were developed and include a holistic rubric that assigns a mark from 1 to 5 to self...

Assessing Online Dialogue in Higher Education

Eva Bures; Philip Abrami; Alexandra Barclay; Eva Bures

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 438–448

The aim of this study is to develop valid researcher and instructor approaches to successfully assess online dialogue. Two content analysis approaches measuring critical thinking and interactivity were applied to representative online groups of 3-4...

Using Technology for Learning in Higher Education: What is Important?

Richard Schmid; Gretchen Lowerison; Philip Abrami; Christina Dehler

Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 1090–1096

This series of studies investigated the role that computer technology plays in transforming the learning process in higher education. We looked at the relationship between technology use, active learning, and perceived course effectiveness. The...

The reality of assessing ‘authentic’ electronic portfolios: Can electronic portfolios serve as a form of standardized assessment to measure literacy and self-regulated learning at the elementary level?

Eva Bures; Alexandra Barclay; Philip Abrami; Elizabeth Meyer

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 39, No. 4 (Dec 21, 2013)

This study explores electronic portfolios and their potential to assess student literacy and self-regulated learning in elementary-aged children. Assessment tools were developed and include a holistic rubric that assigns a mark from 1 to 5 to self...

Language: English Translations: English, français, langue française/French

Introducing laptops to children: An examination of ubiquitous computing in Grade 3 reading, language, and mathematics

Robert Bernard; Edward Bethel; Philip Abrami; C Wade; C Wade

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 33, No. 3 (May 23, 2008)

This study examines the achievement outcomes accompanying the implementation of a Grade 3 laptop or so-called ubiquitous computing program in a Quebec school district. CAT-3 reading, language, and mathematics batteries were administered at the end...

The Effectiveness of the ABRACADABRA (ABRA) Web-Based Literacy Program on Primary School Students in Hong Kong

Alan Cheung; Barley Mak; Philip Abrami; Anne Wade; Larysa Lysenko

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 ...

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 ...

A Randomised Efficacy Study of Web-Based Synthetic and Analytic Programmes among Disadvantaged Urban Kindergarten Children

Erin M. Comaskey; Robert S. Savage; Philip Abrami

Journal of Research in Reading Vol. 32, No. 1 (February 2009) pp. 92–108

This study explores whether two computer-based literacy interventions--a "synthetic phonics" and an "analytic phonics" approach produce qualitatively distinct effects on the early phonological abilities and reading skills of disadvantaged urban...

The effectiveness of the ABRACADABRA (ABRA) web-based literacy program on primary school students in Hong Kong

Alan Cheung; Barley Mak; Philip Abrami; Anne Wade; Larysa Lysenko

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 ...

An Electronic Portfolio for Teachers:Design and Preliminary Assessment

Larysa Lysenko; Eva Bures; Einat Idan; Anne Wade; Philip Abrami; Elizabeth Meyer

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 1133–1142

An evidence-based, learner-centred digital portfolio based on the cyclical, socio-cognitive model of self-regulation was designed to accommodate teacher professional learning and development. The results of the pilot study indicate that ePEARL Level ...

Encouraging self-regulated learning through electronic portfolios

Philip Abrami; Anne Wade; Vanitha Pillay; Ofra Aslan; Eva Bures; Caitlin Bentley; Caitlin Bentley

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...

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)

Computer-Assisted Tutoring in Success for All: Reading Outcomes for First Graders

Bette Chambers; Philip Abrami; Bradley Tucker; Robert E. Slavin; Nancy A. Madden; Alan Cheung; Richard Gifford

Journal of Research on Educational Effectiveness Vol. 1, No. 2 (2008) pp. 120–137

This article presents a randomized experiment evaluating a computer-assisted tutoring program. The software program, Alphie's Alley, provides reading tutors with assessment and planning tools and performance support. It provides students with...

Small-Group, Computer-Assisted Tutoring to Improve Reading Outcomes for Struggling First and Second Graders

Bette Chambers; Robert E. Slavin; Nancy A. Madden; Philip Abrami; Michele K. Logan; Richard Gifford

Elementary School Journal Vol. 111, No. 4 (June 2011) pp. 625–640

This study evaluated the relative effects of Tier II computer-assisted tutoring in small groups (Team Alphie) and one-to-one tutoring provided to struggling readers in 33 high-poverty Success for All (SFA) schools. In this year-long study,...

ABRACADABRA in the hands of teachers: The effectiveness of a web-based literacy intervention in grade 1 language arts programs

Robert S. Savage; Ozlem Erten; Philip Abrami; Geoffrey Hipps; Erin Comaskey; Dea van Lierop

Computers & Education Vol. 55, No. 2 (September 2010) pp. 911–922

This study explored how teacher variations in use of a web-technology of known effectiveness, affected growth in literacy. Teachers used ABRACADACABRA (ABRA) (http://grover.concordia.ca/abra/version1/abracadabra.html), in Grade 1 Language Arts...

Language: English

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...

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...

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,...