Search results for author:"Richard+F+Schmid"
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Achievement and attitudes in technology-supported postsecondary education: Complexity of relationships through the lens of meta-analysis
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...
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...
Technology Integration in Postsecondary Education: A Summary of Findings of a Series of Meta-Analytical Research
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 ...
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 ...
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 ...
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...
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...
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...