Updated Meta-Analysis of Learner Control Within Educational Technology

2014 ◽  
Vol 84 (3) ◽  
pp. 392-410 ◽  
Author(s):  
Abbey C. Karich ◽  
Matthew K. Burns ◽  
Kathrin E. Maki
Keyword(s):  
Educational Technology ◽  
Learner Control ◽  
Meta Analysis

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.

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.

scholarly journals A meta-analysis on educational technology in English language teaching

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Jafar Rahmati ◽  
Siros Izadpanah ◽  
Ali Shahnavaz
Keyword(s):  
Educational Technology ◽  
Language Learning ◽  
Effect Size ◽  
English Language ◽  
Language Teaching ◽  
Meta Analysis ◽  
Language Instruction ◽  
English Language Teaching ◽  
Computer Assisted ◽  
The Impact

AbstractAs more various types of computer-assisted language learning (CALL) programs have been incorporated into language classrooms over the recent decades, it has become more important to uncover whether, to what extent, and under which moderator variables CALL can be yield more effective outcomes than traditional language instruction. The issue of education is one of the most important materials addressed by technology. Instead, meta-analysis is a statistical and quantitative method that leads us to a general conclusion by integrating the results of different researches. In this study, researchers worked on the impact of educational technology in English language teaching by studying 67 articles and theses (from 1000 studies that were relevant in title and abstract). All articles and theses were included from 2009 to 2020 and 7 articles were excluded from this study due to insufficient information. Furthermore, two instruments, SPSS (mainly its sub-branch Kruskal-Wallis test) and CMA were used to calculate and evaluate data in this research. The total effect size calculated for studies under both fixed and random models was statistically significant and also the study of effects by year of publication, instruments used in research and research methods showed that their effect size was significant. Teaching English with the help of technology has an effective effect size and has shown the success of this technology in language learning.

scholarly journals Current trends in education technologies research worldwide: Meta-analysis of studies between 2015 and 2020

2020 ◽  
Vol 7 (1) ◽  
pp. 47-62
Author(s):  
Ezgi Pelin Yildiz ◽  
Ayse Alkan ◽  
Metin Cengel
Keyword(s):  
Educational Technology ◽  
Content Analysis ◽  
Meta Analysis ◽  
Research Area ◽  
Educational Technology Research ◽  
Sample Number ◽  
Current Trends ◽  
Publication Number ◽  
Technological Developments ◽  
Research Criteria

The interaction between education and technology affects the developments occurring in two areas and the developments in education increase the speed of technological developments. Educational technology is the functionalisation of the scientific knowledge produced in educational sciences and its application in practice. In this research, the content analysis of the studies conducted in Turkey and abroad in the last 5 years, in order to determine the current trends in educational technology researches, is presented. Within the scope of the purposive sample, the studies published in 2015–2020 in the field of educational technology researches, included in the databases and journals, were examined and interpretations were made. A total of 15 research criteria were determined within the context of content analysis. These criteria are index, country, university, department, year of publication, number of authors, research area, method, educational level, sample group, sample number, data collection method, number of bibliography, analysis techniques and research trends. SPSS 24 program was used in the analysis of the data and the obtained data are presented in the related tables. The data were interpreted based on percentage and frequency. After making general explanations below the tables, the similarities and differences seen in the studies were analysed in detail by using the meta-analysis method. As a result, it was revealed that the most emphasised issue within the scope of the research area was the adequacy of using educational technologies. Keywords: Educational technology research, current trends, meta-analysis.

The relational space of educational technology: Early childhood students’ views

2019 ◽  
Vol 9 (4) ◽  
pp. 290-305 ◽  
Author(s):  
Kyriakos Demetriou ◽  
Zoi Nikiforidou
Keyword(s):  
Educational Technology ◽  
Early Childhood ◽  
Personal Development ◽  
Meta Analysis ◽  
Early Years ◽  
Children’S Learning ◽  
Space Material ◽  
Material Space ◽  
Early Childhood Students ◽  
Children's Learning

The aim of this article is to explore early childhood students’ views on how variations in educational technology might impact young children’s learning experiences in the classroom. Initially, a meta-analysis of 33 studies was carried out in order to identify how technology is positioned in children’s lives (m = 4.8 years), identifying two key dimensions: one, regarding aspects of children’s learning and, the other, regarding their personal development. At a second stage, two online vignettes, informed by the meta-analysis findings, were completed by 45 university students studying early childhood studies (N = 45). Participants’ understandings of the interplay between the First Space (material space) and the Second Space (mental space based on perceptions and attitudes) were explored from the perspective of Soja’s Third Space which combines both First and Second Spaces. Data show that alterations in the First Space influence participants’ opinions on the relationship between technology and children’s learning and development. The implications of this study reflect the complexity of educational technology in early years settings where both First and Second Spaces play a significant role and provides the opportunity to implement a spatial perspective on how practitioners can become navigators, transformers and constructors of their own technological praxis and practice.

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