scholarly journals Sidman Goes to College: A Meta-Analysis of Equivalence-Based Instruction in Higher Education

2018 ◽  
Vol 41 (1) ◽  
pp. 95-119 ◽  
Author(s):  
Julia Brodsky ◽  
Daniel M. Fienup
Keyword(s):  
Higher Education ◽  
Meta Analysis ◽  
Based Instruction

To Flip or Not to Flip? A Meta-Analysis of the Efficacy of Flipped Learning in Higher Education

2021 ◽  
pp. 003465432110191
Author(s):  
Carrie A. Bredow ◽  
Patricia V. Roehling ◽  
Alexandra J. Knorp ◽  
Andrea M. Sweet
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Meta Analysis ◽  
Flipped Learning ◽  
Contextual Design ◽  
Traditional Courses ◽  
Learning Domains ◽  
Using Data ◽  
Based Instruction ◽  
Substantial Heterogeneity

Although flipped classroom pedagogies have been widely touted for their ability to foster diverse 21st-century learning objectives, previous syntheses of flipped learning have focused almost exclusively on outcomes related to academic achievement. Using data from 317 studies, our research addresses this deficit by providing a comprehensive meta-analysis of the effects of flipped versus lecture-based learning on academic, intra-/interpersonal, and satisfaction-related outcomes in higher education. Overall, flipped classroom interventions produced positive gains across all three learning domains, and we found significant advantages of flipped over lecture-based instruction for seven out of eight outcomes (gs = 0.20–0.53). At the same time, there was substantial heterogeneity in flipped learning effects, and we identified several variables that influenced the relative efficacy of flipped versus traditional courses. Of the three types of moderators examined (contextual, design-based, and methodological), educational context (e.g., discipline, location) accounted for the most variability in flipped learning outcomes.

Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis

2014 ◽  
Vol 70 ◽  
pp. 29-40 ◽  
Author(s):  
Zahira Merchant ◽  
Ernest T. Goetz ◽  
Lauren Cifuentes ◽  
Wendy Keeney-Kennicutt ◽  
Trina J. Davis
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Learning Outcomes ◽  
Meta Analysis ◽  
Based Instruction ◽  
K 12

A meta-analysis of indicated mental health prevention programs for at-risk higher education students.

2017 ◽  
Vol 64 (2) ◽  
pp. 121-140 ◽  
Author(s):  
Colleen S. Conley ◽  
Jenna B. Shapiro ◽  
Alexandra C. Kirsch ◽  
Joseph A. Durlak
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
At Risk ◽  
Meta Analysis ◽  
Prevention Programs ◽  
Health Prevention ◽  
Education Students

scholarly journals Complementary Meta-Analytic Methods for the Quantitative Review of Research: 2. An Extended Illustration

2013 ◽  
Vol 4 (2) ◽  
pp. 46 ◽  
Author(s):  
Aurelio José Figueredo ◽  
Candace Jasmine Black ◽  
Anne Grete Scott
Keyword(s):  
Higher Education ◽  
Meta Analysis ◽  
Analytic Method ◽  
Quantitative Review ◽  
Analytic Methods ◽  
Retention In Higher Education

In Figueredo, Black, and Scott (this issue), we presented the rationale for a complementary meta-analytic method to accompany traditional effects meta-analytic procedures.  Here, we provide an example using Contents Meta-Analysis so that readers can become familiar with the application of the method and the implications of its use.  This illustration will be presented in two major sections.  First, we will describe an empirical example of a meta-analysis on retention in higher education where a Contents Meta-Analysis was conducted.  Then we will show how the information gained in the Contents Meta-Analysis may be applied to address issues of generalizability. DOI:10.2458/azu_jmmss_v4i2_figueredo

A meta-analysis of blended learning and technology use in higher education: from the general to the applied

2014 ◽  
Vol 26 (1) ◽  
pp. 87-122 ◽  
Author(s):  
Robert M. Bernard ◽  
Eugene Borokhovski ◽  
Richard F. Schmid ◽  
Rana M. Tamim ◽  
Philip C. Abrami
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Technology Use ◽  
Meta Analysis

Evaluating Cognitive Outcomes of Service Learning in Higher Education: A Meta-Analysis

2007 ◽  
Vol 24 (2) ◽  
pp. 149-157 ◽  
Author(s):  
Julie M. Novak ◽  
Vern Markey ◽  
Mike Allen
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Meta Analysis ◽  
Cognitive Outcomes

Designing Web-Based Training Courses to Maximize Learning

2010 ◽  
pp. 381-393
Author(s):  
Traci Sitzmann ◽  
Katherine Ely ◽  
Robert A. Wisher
Keyword(s):  
Course Design ◽  
Learner Control ◽  
Instructional Methods ◽  
Meta Analysis ◽  
Declarative Knowledge ◽  
Human Interaction ◽  
Critical Factors ◽  
Web Based ◽  
Training Courses ◽  
Based Instruction

This chapter presents results from a meta-analysis that compares the effectiveness of Web-based instruction (WBI) to classroom instruction (CI). The results suggest that when the same instructional methods are used, WBI and CI are equally effective for teaching declarative knowledge. However, the instructional methods and course design features incorporated in WBI are critical factors in determining trainees’ knowledge acquisition. Specifically, the chapter examines the influence of lecture, human interaction, and learner control on the effectiveness of WBI. Based on the findings, the authors provide the following recommendations for increasing learning in WBI: (1) require trainees to be active, (2) incorporate a variety of instructional methods, (3) offer computer and Internet skillscourses, (4) provide trainees with access to lecture notes, (5) incorporate synchronous human interaction, and (6) provide trainees with learner control.

Web-Based Instructions

2010 ◽  
pp. 302-326
Author(s):  
Mohammed Saleh Al Balawi
Keyword(s):  
Higher Education ◽  
Faculty Attitudes ◽  
Faculty Members ◽  
Current Status ◽  
Critical Factors ◽  
Web Based ◽  
Factors Affecting ◽  
Higher Education System ◽  
Based Instruction ◽  
Insight Into

Factors affecting faculty decisions in the conventional university setup in Saudi Arabia for participating or not participating sin Web-based instruction (WBI) were investigated in this study. Incentives and barriers to WBI, faculty attitudes, and participants’ demographic information were also explored. The study was aimed to investigate the attitudes of the faculty members at three Saudi universities toward WBI in an effort to describe the current status of WBI in the Saudi higher education system. In addition, results of the study could also provide the Saudi universities and the faculty with insight into factors affecting adoption of WBI. Finally, since there have been few implementations of WBI across the country, it was important to explore how WBI is currently used in Saudi universities and to determine critical factors that could affect the implementation of WBI.

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