scholarly journals Effective Methods for Teaching Information Literacy Skills to Undergraduate Students: A Systematic Review and Meta-analysis

2006 ◽  
Vol 1 (3) ◽  
pp. 3 ◽  
Author(s):  
Denise Koufogiannakis ◽  
Natasha Wiebe
Keyword(s):  
Systematic Review ◽  
Teaching Methods ◽  
Traditional Instruction ◽  
Meta Analysis ◽  
The United States ◽  
Computer Assisted Instruction ◽  
Independent Learning ◽  
Sufficient Evidence ◽  
Computer Assisted ◽  
Assisted Instruction

Objective - The objective of this review was to assess which library instruction methods are most effective for improving the information skills of students at an introductory, undergraduate level, using cognitive outcomes (measuring changes in knowledge). The study sought to address the following questions: 1) What is the overall state of research on this topic? 2) Which teaching methods are more effective? Methods - Systematic review methodology was used. Fifteen databases were searched for relevant articles retrieving 4356 potentially relevant citations. Titles and abstracts were reviewed for relevance. Of those, 257 full articles were considered in-depth using a predetermined inclusion/exclusion form. 122 unique studies met the inclusion criteria and underwent an extensive data extraction and critical appraisal process. 55 of these studies met author defined quality criteria to provide information on the effectiveness of different teaching methods. Of these, 16 studies provided sufficient information to enable meta-analyses using standardized mean difference to be undertaken. Results - The overwhelming majority of studies were conducted in the United States (88%). 79 studies (65%) used experimental or quasi-experimental research methods. Teaching methods used in the studies varied, with the majority focused on traditional methods of teaching, followed by computer assisted instruction, and self-directed independent learning. Studies measured outcomes that correlated with Bloom’s lower levels of learning (Remember, Understand, Apply). 16 studies compared traditional instruction with no instruction, and 12 found a positive outcome. Meta-analysis of the data from 4 of these studies agreed with the positive conclusions favouring traditional instruction. 14 studies compared computer assisted instruction with traditional instruction. 9 of these showed a neutral result, and meta-analysis of 8 of these studies agreed with this neutral result. 6 studies compared self-directed independent learning with no instruction, and meta-analysis of 5 of these agreed that the result was positive in favour of self-directed independent learning. Conclusions - Based on the results of this meta-analysis, there is sufficient evidence to suggest that computer assisted instruction is as effective as traditional instruction. Evidence also suggests that both traditional instruction and self-directed independent instruction are more effective than no instruction. Additional comparative research needs to be done across different teaching methods. Studies comparing active learning, computer assisted instruction, and self-directed independent learning would greatly enrich the research literature. Further studies utilizing appropriate methodologies and validated research tools would enrich our evidence base, and contribute to the growth of knowledge about effectiveness of particular teaching methods.

scholarly journals Is computer-assisted instruction more effective than other educational methods in achieving ECG competence amongst medical students and residents? A systematic review and meta-analysis

BMJ Open ◽  
2019 ◽  
Vol 9 (11) ◽  
pp. e028800 ◽  
Author(s):  
Charle André Viljoen ◽  
Rob Scott Millar ◽  
Mark E Engel ◽  
Mary Shelton ◽  
Vanessa Burch
Keyword(s):  
Systematic Review ◽  
Medical Students ◽  
Teaching Methods ◽  
Meta Analysis ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Eligibility Criteria ◽  
Face To Face ◽  
Assisted Instruction ◽  
Better Than

ObjectivesIt remains unclear whether computer-assisted instruction (CAI) is more effective than other teaching methods in acquiring and retaining ECG competence among medical students and residents.DesignThis systematic review and meta-analysis followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines.Data sourcesElectronic literature searches of PubMed, databases via EBSCOhost, Scopus, Web of Science, Google Scholar and grey literature were conducted on 28 November 2017. We subsequently reviewed the citation indexes for articles identified by the search.Eligibility criteriaStudies were included if a comparative research design was used to evaluate the efficacy of CAI versus other methods of ECG instruction, as determined by the acquisition and/or retention of ECG competence of medical students and/or residents.Data extraction and synthesisTwo reviewers independently extracted data from all eligible studies and assessed the risk of bias. After duplicates were removed, 559 papers were screened. Thirteen studies met the eligibility criteria. Eight studies reported sufficient data to be included in the meta-analysis.ResultsIn all studies, CAI was compared with face-to-face ECG instruction. There was a wide range of computer-assisted and face-to-face teaching methods. Overall, the meta-analysis found no significant difference in acquired ECG competence between those who received computer-assisted or face-to-face instruction. However, subanalyses showed that CAI in a blended learning context was better than face-to-face teaching alone, especially if trainees had unlimited access to teaching materials and/or deliberate practice with feedback. There was no conclusive evidence that CAI was better than face-to-face teaching for longer-term retention of ECG competence.ConclusionCAI was not better than face-to-face ECG teaching. However, this meta-analysis was constrained by significant heterogeneity amongst studies. Nevertheless, the finding that blended learning is more effective than face-to-face ECG teaching is important in the era of increased implementation of e-learning.PROSPERO registration numberCRD42017067054.

scholarly journals Is computer-assisted instruction more effective than other educational methods in achieving ECG competence among medical students and residents? Protocol for a systematic review and meta-analysis

BMJ Open ◽  
2017 ◽  
Vol 7 (12) ◽  
pp. e018811 ◽  
Author(s):  
Charle André Viljoen ◽  
Rob Scott Millar ◽  
Mark E Engel ◽  
Mary Shelton ◽  
Vanessa Burch
Keyword(s):  
Systematic Review ◽  
Medical Students ◽  
Teaching Methods ◽  
Clinical Medicine ◽  
Meta Analysis ◽  
Grey Literature ◽  
Educational Interventions ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Assisted Instruction

IntroductionAlthough ECG interpretation is an essential skill in clinical medicine, medical students and residents often lack ECG competence. Novel teaching methods are increasingly being implemented and investigated to improve ECG training. Computer-assisted instruction is one such method under investigation; however, its efficacy in achieving better ECG competence among medical students and residents remains uncertain.Methods and analysisThis article describes the protocol for a systematic review and meta-analysis that will compare the effectiveness of computer-assisted instruction with other teaching methods used for the ECG training of medical students and residents. Only studies with a comparative research design will be considered. Articles will be searched for in electronic databases (PubMed, Scopus, Web of Science, Academic Search Premier, CINAHL, PsycINFO, Education Resources Information Center, Africa-Wide Information and Teacher Reference Center). In addition, we will review citation indexes and conduct a grey literature search. Data extraction will be done on articles that met the predefined eligibility criteria. A descriptive analysis of the different teaching modalities will be provided and their educational impact will be assessed in terms of effect size and the modified version of Kirkpatrick framework for the evaluation of educational interventions. This systematic review aims to provide evidence as to whether computer-assisted instruction is an effective teaching modality for ECG training. It is hoped that the information garnered from this systematic review will assist in future curricular development and improve ECG training.Ethics and disseminationAs this research is a systematic review of published literature, ethical approval is not required. The results will be reported according to the Preferred Reporting Items for Systematic Review and Meta-Analysis statement and will be submitted to a peer-reviewed journal. The protocol and systematic review will be included in a PhD dissertation.PROSPERO registration numberCRD42017067054; Pre-results.

Microcomputer-Based Computer-Assisted Instruction within Differing Subject Areas: A Statistical Deduction

1997 ◽  
Vol 16 (3) ◽  
pp. 281-296 ◽  
Author(s):  
Edwin Christmann ◽  
John Badgett ◽  
Robert Lucking
Keyword(s):  
Academic Achievement ◽  
Social Studies ◽  
Comparative Effectiveness ◽  
Traditional Instruction ◽  
Meta Analysis ◽  
Computer Assisted Instruction ◽  
Effect Sizes ◽  
Computer Assisted ◽  
Subject Areas ◽  
Assisted Instruction

This meta-analysis compared the academic achievement of students in grades six through twelve who received either traditional instruction or traditional instruction supplemented with computer-assisted instruction (CAI) across eight curricular areas. From the forty-two conclusions, an overall mean effect size of 0.209 was calculated, indicating that, on average, students receiving traditional instruction supplemented with CAI attained higher academic achievement than did 58.2 percent of those receiving only traditional instruction. The comparative effectiveness of CAI may be seen in the following descending order mean effect sizes: science, 0.639; reading, 0.262; music, 0.230; special education, 0.214; social studies, 0.205; math, 0.179; vocational education, −0.080; and English, −0.420.

Achievement Gains of Low-Achieving Students Using Computer-Assisted vs Regular Instruction

1998 ◽  
Vol 83 (3) ◽  
pp. 834-834
Author(s):  
L. David Weller ◽  
Shawn Carpenter ◽  
C. Thomas Holmes
Keyword(s):  
Traditional Instruction ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Regular Instruction ◽  
Achievement Gains ◽  
Grade 5 ◽  
Low Achieving Students ◽  
Assisted Instruction

One school used computer-assisted instruction for 63 low-achieving students in Grade 5. Another school used traditional instruction for 48 low-achieving students in Grade 5. Higher posttest scores for the former were attributed to daily computer-assisted instruction.

Computer-assisted Instruction in Forestry

1978 ◽  
Vol 76 (9) ◽  
pp. 570-573
Author(s):  
Dieter R. Pelz
Keyword(s):  
United States ◽  
Quantitative Analysis ◽  
Forest Management ◽  
Simulation Models ◽  
The United States ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Recent Developments ◽  
Computer Based ◽  
Assisted Instruction

Abstract A 1976 survey of 58 schools in the United States and Canada showed that computer-assisted instruction is widely used, most frequently in forest management, silviculture, and quantitative analysis courses. A total of 92 simulation models were identified. Recent developments are demonstrated by PLATO, a computer-based education system.

Learner-Control Effects: A Review of Reviews and a Meta-Analysis

1996 ◽  
Vol 15 (2) ◽  
pp. 157-174 ◽  
Author(s):  
Richard P. Niemiec ◽  
Christian Sikorski ◽  
Herbert J. Walberg
Keyword(s):  
Effect Size ◽  
Learner Control ◽  
Meta Analysis ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Optimal Conditions ◽  
Average Effect ◽  
Average Effect Size ◽  
Review Of Reviews ◽  
Assisted Instruction

This article concerns the effects of learner control in computer-assisted instruction (CAI). After reviewing previous reviews of research on the topic, twenty-four studies of learner control were subjected to meta-analysis. The results of both the review and meta-analysis are equivocal. Several reviews indicate that learner control works less well with younger, less able students. Other reviews indicate that, given optimal conditions, learner control can work with any students. The meta-analysis, however, yielded an average effect size that was small and negative suggesting that the average student would be slightly better off without it. Although learner control has theoretical appeal, its effects on learning seem neither powerful nor consistent.

Sign in / Sign up

Export Citation Format

Share Document