Technology-supported student interaction in post-secondary education: A meta-analysis of designed versus contextual treatments
Eugene Borokhovski, Robert M. Bernard, Centre for the Study of Learning and Performance, Canada ; Rana M. Tamim, Zayed University, United Arab Emirates ; Richard F. Schmid, Anna Sokolovskaya, Centre for the Study of Learning and Performance, Canada
Computers & Education Volume 96, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
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 instructional conditions that promote collaborative interactions among learners. More specifically, it aims to compare the impact of designed interaction treatments (i.e., collaborative activities intentionally built into course design) and contextual interaction treatments (i.e., course conditions that result in high levels of student–student interaction but are not intentionally designed to promote collaboration) on student learning outcomes. Results indicate that designed treatments outperform contextual treatments (
Borokhovski, E., Bernard, R.M., Tamim, R.M., Schmid, R.F. & Sokolovskaya, A. (2016). Technology-supported student interaction in post-secondary education: A meta-analysis of designed versus contextual treatments. Computers & Education, 96(1), 15-28. Elsevier Ltd.