Search results for author:"Rana M. Tamim"
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Teachers' Use of YouTube in the United Arab Emirates: An Exploratory Study
Rana M. Tamim
Computers in the Schools Vol. 30, No. 4 (2013) pp. 329–345
Teachers around the world are using YouTube movies for different purposes. This mixed-methods study was a preliminary investigation of United Arab Emirates teachers' perceptions about YouTube's advantages in the classroom, current...
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Blended Learning for Learner Empowerment: Voices from the Middle East
Rana M. Tamim
Journal of Research on Technology in Education Vol. 50, No. 1 (2018) pp. 70–83
Blended learning (BL) is still in its infancy in the United Arab Emirates, but is gaining growing attention and acceptance. The particular university under investigation offers its nationally accredited graduate programs with a BL format that makes...
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Detecting Bias in Meta-Analyses of Distance Education Research: Big Pictures We Can Rely On
Robert M. Bernard; Eugene Borokhovski; Rana M. Tamim
Distance Education Vol. 35, No. 3 (2014) pp. 271–293
This article has two interrelated purposes. The first is to explain how various forms of bias, if introduced during any stage of a meta-analysis, can provide the consumer with a misimpression of the state of a research literature. Five of the most...
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Factors Influencing Student Satisfaction in Universities in the Gulf Region: Does Gender of Students Matter?
Sanjai K. Parahoo; Heather L. Harvey; Rana M. Tamim
Journal of Marketing for Higher Education Vol. 23, No. 2 (2013) pp. 135–154
While various research studies have focused on antecedents and consequences of student satisfaction, few studies have done so in the Gulf region. The objective of the present study was therefore to design and empirically examine a model of student...
Topics: Gender
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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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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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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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Technology-supported student interaction in post-secondary education: A meta-analysis of designed versus contextual treatments
Eugene Borokhovski; Robert M. Bernard; Rana M. Tamim; Richard F. Schmid; Anna Sokolovskaya
Computers & Education Vol. 96, No. 1 (May 2016) pp. 15–28
The present study extends the results of a larger meta-analysis that addressed the effects of technology use on student achievement and attitudes in postsecondary education. The focus of the current meta-analysis is the use of technology to enable...
Language: English
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An Exploration of Bias in Meta-Analysis: The Case of Technology Integration Research in Higher Education
Robert M. Bernard; Eugene Borokhovski; Richard F. Schmid; Rana M. Tamim
Journal of Computing in Higher Education Vol. 26, No. 3 (December 2014) pp. 183–209
This article contains a second-order meta-analysis and an exploration of bias in the technology integration literature in higher education. Thirteen meta-analyses, dated from 2000 to 2014 were selected to be included based on the questions asked and ...
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Are Contextual and Designed Student-Student Interaction Treatments Equally Effective in Distance Education?
Eugene Borokhovski; Rana Tamim; Robert M. Bernard; Philip C. Abrami; Anna Sokolovskaya
Distance Education Vol. 33, No. 3 (2012) pp. 311–329
This systematic review draws from and builds upon the results of a meta-analysis of the achievement effects of three types of interaction treatments in distance education: student-student, student-teacher, and student-content (Bernard et al., ...
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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...
Language: English
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Technology's Effect on Achievement in Higher Education: A Stage I Meta-Analysis of Classroom Applications
Richard F. Schmid; Robert M. Bernard; Eugene Borokhovski; Rana Tamim; Philip C. Abrami; C Anne Wade; Michael A. Surkes; Gretchen Lowerison
Journal of Computing in Higher Education Vol. 21, No. 2 (August 2009) pp. 95–109
This paper reports the findings of a Stage I meta-analysis exploring the achievement effects of computer-based technology use in higher education classrooms (non-distance education). An extensive literature search revealed more than 6,000...