Educational Technology Research and Development Volume 54, Number 2, ISSN 1042-1629
This meta-analysis employs a theoretical framework in quantitatively synthesizing empirical studies that investigate the effects of distance education (DE) versus classroom instruction on undergraduate student achievement. Analyses of 218 findings from 103 studies were conducted according to how media were used to support DE pedagogy. The results indicate that the effect sizes for synchronous instructor-directed DE were consistent and not significantly different from zero; in asynchronous DE, media only supporting independent learning was generally less effective than media supporting collaborative discussion among students, although both subsets were significantly heterogeneous. Follow-up analysis of asynchronous DE findings was framed in terms of three patterns of interaction-student-content, student-instructor and student-student. (Contains 4 tables.)
Lou, Y., Bernard, R.M. & Abrami, P.C. (2006). Media and Pedagogy in Undergraduate Distance Education: A Theory-Based Meta-Analysis of Empirical Literature. Educational Technology Research and Development, 54(2), 141-176. Retrieved February 20, 2019 from https://www.learntechlib.org/p/67613/.
Edith Galy, Clara Downey & Jennie Johnson, University of Texas at Brownsville, United States
Journal of Information Technology Education: Research Vol. 10, No. 1 (Jan 01, 2011) pp. 209–230
Yiping Lou & Pamela Blanchard, Louisiana State University, United States
EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 3653–3658
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.