Distance Education Volume 27, Number 1, ISSN 0158-7919
This article extends the issues and arguments raised in Bernard, Abrami, Lou, and Borokhovski (“Distance Education”, 25(2), 175-198, 2004) regarding the design of quantitative, particularly experimental research in distance education. A single experimental, study from the distance education literature is examined from six different perspectives to show the differences between preexperiments, true experiments, and quasi-experiments in terms of their impact on interpretability and generalizability (i.e., internal and external validity). Arguments for and against experimentation are discussed and the article ends with a description of meta-analysis, the quantitative synthesis of experimental research, and its potential for providing answers to questions that no single study can adequately address. (Contains 4 tables and 1 figure.)
Abrami, P.C. & Bernard, R.M. (2006). Research on Distance Education: In Defense of Field Experiments. Distance Education, 27(1), 5-26. Retrieved February 19, 2019 from https://www.learntechlib.org/p/99486/.
Things I Have Learned about Meta-Analysis Since 1990: Reducing Bias in Search of “The Big Picture” / Ce que j’ai appris sur la méta-analyse depuis 1990 : réduire les partis pris en quête d’une vue d’ensemble
Robert Bernard, Centre for the Study of Learning and Performance Department of Education Concordia University
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 40, No. 3 (Dec 14, 2014)
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)
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