Search results for author:"Philip C. Abrami"
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A Multi-Year Investigation of the Relationship between Pedagogy, Computer Use and Course Effectiveness in Postsecondary Education
Rana M. Tamim; Gretchen Lowerison; Richard F. Schmid; Robert M. Bernard; Philip C. Abrami
Journal of Computing in Higher Education Vol. 23, No. 1 (April 2011) pp. 1–14
This study investigated the change in the relationship between pedagogy, computer-use and students' perceptions about course-effectiveness over time. Students from a Canadian university completed a questionnaire in two different years (2003 = 1,834...
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Interaction in Distance Education and Online Learning: Using Evidence and Theory to Improve Practice
Philip C. Abrami; Robert M. Bernard; Eva M. Bures; Eugene Borokhovski; Rana M. Tamim
Journal of Computing in Higher Education Vol. 23, No. 2 (December 2011) pp. 82–103
In a recent meta-analysis of distance and online learning, Bernard et al. (2009) quantitatively verified the importance of three types of interaction: among students, between the instructor and students, and between students and course content. In...
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Assessing Computer Use and Perceived Course Effectiveness in Post-Secondary Education in an American/Canadian Context
Rana M. Tamim; Gretchen Lowerison; Richard F. Schmid; Robert M. Bernard; Philip C. Abrami; Christina Dehler
Journal of Educational Computing Research Vol. 39, No. 3 (2008) pp. 221–234
The purpose of this research is to investigate the relationship between computer technology's role and students' perceptions about course effectiveness. Students from two universities (one Canadian, n = 1465; one American, n = 831) completed a 71...
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What Forty Years of Research Says about the Impact of Technology on Learning: A Second-Order Meta-Analysis and Validation Study
Rana M. Tamim; Robert M. Bernard; Eugene Borokhovski; Philip C. Abrami; Richard F. Schmid
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...
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A Meta-Analysis of Blended Learning and Technology Use in Higher Education: From the General to the Applied
Robert M. Bernard; Eugene Borokhovski; Richard F. Schmid; Rana M. Tamim; Philip C. Abrami
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 ...
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A Meta-Analysis of Three Types of Interaction Treatments in Distance Education
Robert M. Bernard; Philip C. Abrami; Eugene Borokhovski; C Anne Wade; Rana M. Tamim; Michael A. Surkes; Edward Clement Bethel
Review of Educational Research Vol. 79, No. 3 (2009) pp. 1243–1289
This meta-analysis of the experimental literature of distance education (DE) compares different types of interaction treatments (ITs) with other DE instructional treatments. ITs are the instructional and/or media conditions designed into DE courses, ...
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The effects of technology use in postsecondary education: A meta-analysis of classroom applications
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...
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