Technology Integration in Postsecondary Education: A Summary of Findings of a Series of Meta-Analytical Research
Eugene Borokhovski, Centre for the Study of Learning and Performance (CSLP), Concordia University, Canada ; Robert M. Bernard, CSLP, Concordia University, Canada ; Rana Tamim, College of Education, Zayed University, United Arab Emirates ; Richard F. Schmid, CSLP, Concordia University, Canada
EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
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 with and, more importantly, under what circumstances and for what instructional purposes it is used. This meta-analysis summarizes data from 674 independent primary studies that compared higher degrees of technology use in the experimental with technology-leaner control conditions in terms of their effects on student learning outcomes in postsecondary education. We found an overall average weighted effect size of g+ = 0.27 (k = 879, p < .01), indicating low but significant positive effect of technology integration on learning. The follow-up analyses revealed significant influence of educational technology used for cognitive support blended learning instructional settings designed interaction treatments, and technology integration in teacher
Borokhovski, E., Bernard, R.M., Tamim, R. & Schmid, R.F. (2015). Technology Integration in Postsecondary Education: A Summary of Findings of a Series of Meta-Analytical Research. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 1764-1774). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE).
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