Promoting reading comprehension with the use of technology

Larysa V. Lysenko; Philip C. Abrami

Computers & Education Vol. 75, No. 1 (June 2014) pp. 162–172

The research presented here explores the impact of two web-based applications (an interactive, multimedia literacy software and a digital process portfolio) on early elementary students' reading comprehension. Two studies were conducted during the...

Language: English

Small Group and Individual Learning with Technology: A Meta-Analysis

Yiping Lou; Philip C. Abrami; Sylvia d'Apollonia

Review of Educational Research Vol. 71, No. 3 (2001) pp. 449–521

Synthesized the empirical research on the effects of social context (small group versus individual learning) when students learn using computer technology. Analyzed 486 independent findings from 122 studies involving 11,317 learners. On average,...

Research on Distance Education: In Defense of Field Experiments

Philip C. Abrami; Robert M. Bernard

Distance Education Vol. 27, No. 1 (May 2006) pp. 5–26

This article extends the issues and arguments raised in Bernard, Abrami, Lou, and Borokhovski ("Distance Education", 25(2), 175-198, 2004) regarding the design of quantitative, particularly experimental research in distance education. A single...

Ubiquitous technology integration in Canadian public schools: Year one study

Jennifer Sclater; Fiore Sicoly; Philip Abrami; C Wade; C Wade

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 32, No. 1 (Feb 15, 2006)

The current investigation was an exploration of the first year of a multi-year project designed to provide every Grade 3 to Grade 11 student throughout an English school board in Quebec with a laptop computer. Data were collected from 403 elementary ...

Motivation To Learn via Computer Conferencing: Exploring How Task-Specific Motivation and CC Expectations are Related to Student Acceptance of Learning via CC

Eva Mary Bures; Cheryl C. Amundsen; Philip C. Abrami

Journal of Educational Computing Research Vol. 27, No. 3 (2002) pp. 249–64

Investigated the relationship between university student motivation and student acceptance of learning via computer conferencing (CC). Considered frequency of contributing online messages; satisfaction with CC; grades; effort; goal orientation;...

Introducing laptops to children: An examination of ubiquitous computing in Grade 3 reading, language, and mathematics

Robert Bernard; Edward Bethel; Philip Abrami; C Wade; C Wade

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 33, No. 3 (May 23, 2008)

This study examines the achievement outcomes accompanying the implementation of a Grade 3 laptop or so-called ubiquitous computing program in a Quebec school district. CAT-3 reading, language, and mathematics batteries were administered at the end...

Are We Using Technology for Learning?

Gretchen Lowerison; Jennifer Sclater; Richard F. Schmid; Philip C. Abrami

Journal of Educational Technology Systems Vol. 34, No. 4 (2006) pp. 401–425

This study investigated the role that computer technology plays in transforming the learning process in higher education. Specifically, we looked at the relationship between computer-technology use, active learning, and perceived course...

A Methodological Morass? How We Can Improve Quantitative Research in Distance Education

Robert M. Bernard; Philip C. Abrami; Yiping Lou; Evgueni Borokhovski

Distance Education Vol. 25, No. 2 (Oct 01, 2004) pp. 175–198

This article is about the quantitative research practices and methodologies that are used in distance education (DE). It begins with an analysis and assessment of a segment of the DE research literature, DE/classroom comparison studies, based on a...

Student perceived effectiveness of computer technology use in post-secondary classrooms

Gretchen Lowerison; Jennifer Sclater; Richard F. Schmid; Philip C. Abrami

Computers & Education Vol. 47, No. 4 (December 2006) pp. 465–489

This study investigated the relationship between the amount of computer technology used in post-secondary education courses, students’ perceived effectiveness of technology use, and global course evaluations. Survey data were collected from 922...

Language: English

Topics: Post Secondary Education

Exploring whether Students' Use of Labelling Depends upon the Type of Activity

Eva Mary Bures; Philip C. Abrami; Richard F. Schmid

International Journal of Computer-Supported Collaborative Learning Vol. 5, No. 1 (March 2010) pp. 103–116

This paper explores a labelling feature designed to support higher-level online dialogue. It investigates whether students use labels less often during a structured online dialogue than during an unstructured one, and looks at students' reactions to ...

A Follow-Up Study of the ABRACADABRA Web-Based Literacy Intervention in Grade 1

Maria Rosaria Di Stasio; Robert Savage; Philip C. Abrami

Journal of Research in Reading Vol. 35, No. 1 (February 2012) pp. 69–86

This paper reports the follow-up of a randomised control trial study of the ABRACADABRA web-based literacy intervention that contrasted synthetic versus analytic phonics (Comaskey, Savage & Abrami, 2009) in kindergarten children from urban low-SES...

Media and Pedagogy in Undergraduate Distance Education: A Theory-Based Meta-Analysis of Empirical Literature

Yiping Lou; Robert M. Bernard; Philip C. Abrami

Educational Technology Research and Development Vol. 54, No. 2 (April 2006) pp. 141–176

This meta-analysis employs a theoretical framework in quantitatively synthesizing empirical studies that investigate the effects of distance education (DE) versus classroom instruction on undergraduate student achievement. Analyses of 218 findings...

The Development of a Questionnaire for Predicting Online Learning Achievement

Robert M. Bernard; Aaron Brauer; Philip C. Abrami; Mike Surkes

Distance Education Vol. 25, No. 1 (May 01, 2004) pp. 31–47

The study reported here concerns the development and predictive validation of an instrument to assess the achievement outcomes of DE/online learning success. A 38-item questionnaire was developed and administered to 167 students who were about to...

Student Motivation To Learn via Computer Conferencing

Eva Mary Bures; Philip C. Abrami; Cheryl Amundsen

Research in Higher Education Vol. 41, No. 5 (2000) pp. 593–621

Examination of student (n=79) motivation to learn via computer conferencing (CC) found that students who believe CC will help them learn the course material (outcome expectations) and believe they are capable of learning how to use CC (self-efficacy)...

Developing a Computer-Assisted Tutoring Program To Help Children at Risk To Learn To Read

Bette Chambers; Philip C. Abrami; Katherine McWhaw; Michel Charles Therrien

Educational Research and Evaluation Vol. 7, No. 2 (2001) pp. 223–39

Developed and performed a formative evaluation of a computer assisted tutoring program to help students experiencing problems learning to read. Initial findings with 12 tutors and 25 first and second graders provide support for developing a program...

"Developing a Perspective", "Inter-Connecting", and "Bringing It Together": Who Chooses to Use a Labelling Feature in Online Conversations in a Graduate Course?

Eva Mary Bures; Richard F. Schmid; Philip C. Abrami

Educational Media International Vol. 46, No. 4 (December 2009) pp. 317–334

This study explores a labelling feature that allows students to tag parts of their online messages. Data comes from four sequentially offered sessions of a graduate education course. Students engaged in two to three online activities in groups of...

The Development and Formative Evaluation of Electronic Portfolio Software to Support Student Teachers’ Reflective Practice

Eva Mary Bures; Philip C. Abrami; Larysa Lysenko

Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1197–1205

This study explores using electronic portfolios to support student teachers’ development of competencies. Software was designed to support teachers and student teachers through the key parts of self-regulation including planning, doing, and...

Topics: New Possibilities with Information Technologies

The Effects of Ubiquitous Computing on Student Learning: A Systematic Review

Edward C. Bethel; Robert M. Bernard; Philip C. Abrami; C. Anne Wade

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 1987–1992

As technology use in education increases, interest in and implementations of ubiquitous computing initiatives have also increased. One-to-one laptop initiatives have sprung up throughout North America at the school, district, and state or province...

Using Educational Technology to Develop Early Literacy Skills in Sub-Saharan Africa

Philip C. Abrami; C. Anne Wade; Larysa Lysenko; Jonathon Marsh; Anthony Gioko

Education and Information Technologies Vol. 21, No. 4 (2016) pp. 945–964

The research explores the impact of interactive, multimedia literacy software (ABRA) on the reading skills of early elementary students in Kenya. Twelve grade two English teachers and their students from six schools were randomly divided in half: an ...

Examining the Impact of the ABRACADABRA (ABRA) Web-Based Literacy Program on Primary School Students in Hong Kong

Barley S. Y. Mak; Alan C. K. Cheung; Xin Guo; Philip C. Abrami; Anne Wade

Education and Information Technologies Vol. 22, No. 6 (2017) pp. 2671–2691

The current paper examined the effects of A Balanced Reading Approach for Children Always Designed to Achieve Best Results for All (ABRA), a web-based literacy programme developed by the the Centre for the Study of Learning and Performance (CSLP) at ...

Improving literacy and metacognition with electronic portfolios: Teaching and learning with ePEARL

Elizabeth Meyer; Philip C. Abrami; C. Anne Wade; Ofra Aslan; Louise Deault

Computers & Education Vol. 55, No. 1 (August 2010) pp. 84–91

Can an electronic portfolio that is both a multimedia container for student work and a tool to support key learning processes have a positive impact on the literacy practices and self-regulated learning skills of students? This article presents the...

Language: English

Using Electronic Portfolios to Foster Literacy and Self-Regulated Learning Skills in Elementary Students

Philip C. Abrami; Vivek Venkatesh; Elizabeth J. Meyer; C Anne Wade

Journal of Educational Psychology Vol. 105, No. 4 (November 2013) pp. 1188–1209

The research presented here is a continuation of a line of inquiry that explores the impacts of an electronic portfolio software called ePEARL, which is a knowledge tool designed to support the key phases of self-regulated learning (SRL)-...

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., ...

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...

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...

Encouraging Self-Regulated Learning Through Electronic Portfolios

Philip C. Abrami; Anne Wade; Vanitha Pillay; Ofra Aslan; Eva M. Bures; Caitlin Bentley

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 2263–2268

At the Centre for the Study of Learning and Performance (CSLP) and with our partners from LEARN-Quebec, we have developed Electronic Portfolio Encouraging Active Reflective Learning Software (ePEARL) to promote student self-regulation and enhance...

ABRACADABRA: A Rich Internet Literacy Application

Mimi Zhou; Roberto Muzard; Micha Therrien; Geoffrey Hipps; Philip C. Abrami

World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 4155–4162

This article describes an Internet based early literacy project that simulates a media-element rich learning environment to enhance children's literacy skills. Currently in its first year, the software prototype has received positive feedbacks...

Topics: Learning Objects, Children, Literacy

Examining the Impact of ABRACADABRA on Early Literacy in Northern Australia: An Implementation Fidelity Analysis

Jennifer R. Wolgemuth; Philip C. Abrami; Janet Helmer; Robert Savage; Helen Harper; Tess Lea

Journal of Educational Research Vol. 107, No. 4 (2014) pp. 299–311

To address students' poor literacy outcomes, an intervention using a computer-based literacy tool, ABRACADABRA, was implemented in 6 Northern Australia primary schools. A pretest, posttest parallel group, single blind multisite randomized...

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...

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...

The Effects of Synchronous and Asynchronous Distance Education: A Meta-Analytical Assessment of Simonson's "Equivalency Theory"

Robert M. Bernard; Philip C. Abrami; Anne Wade; Evgueni Borokhovski; Yiping Lou

Annual Meeting of the Association for Educational Communications and Technology 2004 (October 2005)

Simonson, Schlosser and Hanson (1999) argue that a new theory called "equivalency theory" is needed to account for the unique features of the "teleconferencing" (synchronous) model of DE that is prevalent in many North American universities. Based...

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 ...

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, ...

Using Interactive Software to Teach Foundational Mathematical Skills

Larysa V Lysenko; Steven Rosenfield; Helena Dedic; Annie Savard; Einat Idan; Philip C. Abrami; Anne Wade; Nadia Naffi

Journal of Information Technology Education: Innovations in Practice Vol. 15, No. 1 (Dec 27, 2015) pp. 19–34

The pilot research presented here explores the classroom use of Emerging Literacy in Mathematics (ELM) software, a research-based bilingual interactive multimedia instructional tool, and its potential to develop emerging numeracy skills. At the time ...

Technology Infusion in Success for All: Reading Outcomes for First Graders

Bette Chambers; Robert E. Slavin; Nancy A. Madden; Philip C. Abrami; Bradley J. Tucker; Alan Cheung; Richard Gifford

Elementary School Journal Vol. 109, No. 1 (September 2008) pp. 1–15

This article evaluates 2 technology applications for teaching beginning reading. One, embedded multimedia, involves brief phonics and vocabulary videos threaded through teachers' lessons. The other, computer-assisted tutoring, helps tutors with...

An Extended Systematic Review of Canadian Policy Documents on e-Learning: What We’re Doing and Not Doing

Eugene Borokhovski; Robert Bernard; Erin Mills; Philip Abrami; C Wade; Rana Tamim; Edward Bethel; Gretchen Lowerison; David Pickup; Michael Surkes

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 37, No. 3 (Nov 18, 2011)

This systematic review builds upon the work of Authors (2006) and McGreal and Anderson (2007). It seeks to provide a synthesis and discussion of publicly available government policy documents with regard to e-learning in Canada. There is general...

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

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...

An Extended Systematic Review of Canadian Policy Documents on e-Learning: What We’re Doing and Not Doing

Eugene Borokhovski; Robert Bernard; Erin Mills; Philip Abrami; C Wade; Rana Tamim; Edward Bethel; Gretchen Lowerison; David Pickup; Michael Surkes; Michael Surkes

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 37, No. 3 (Nov 18, 2011)

This systematic review builds upon the work of Authors (2006) and McGreal and Anderson (2007). It seeks to provide a synthesis and discussion of publicly available government policy documents with regard to e-learning in Canada. There is general...

How Does Distance Education Compare with Classroom Instruction? A Meta-Analysis of the Empirical Literature

Robert M. Bernard; Philip C. Abrami; Yiping Lou; Evgueni Borokhovsk; Anne Wade; Lori Wozney; Peter Andrew Wallet; Manon Fiset; Binru Huang

Review of Educational Research Vol. 74, No. 3 (2004) pp. 379–439

A meta-analysis of the comparative distance education (DE) literature between 1985 and 2002 was conducted. In total, 232 studies containing 688 independent achievement, attitude, and retention outcomes were analyzed. Overall results indicated effect ...