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., ...

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...

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...

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, ...

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...