Computer-Assisted Instruction, Media Richness, and College Student Performance A previous version of this paper was presented at the 2004 (November) Conference of the National Communication Association, Chicago, IL. Portions of the data presented in this study are also included in Timmerman, C. E., &amp; Kruepke, K. A. (in press). Computer-assisted instruction and college student performance. In B. Gayle, R. Preiss, N. Burrell, &amp; M. Allen (Eds.). Classroom communication and instructional processes: Adv

Timmerman, C. Erik; Kruepke, Kristine A.

doi:10.1080/03634520500489666

Cited by 37 publications

(12 citation statements)

References 88 publications

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“…Christmann and Badgett (2000) investigated the impact of computer-assisted instruction (CAI) on high school students' achievement (reported mean ES = 0.13), and Bayraktar (2000) focused on the impact of CAI on K-12 students' achievement in science (reported mean ES = 0.27). The meta-analysis conducted by Timmerman and Kruepke (2006) addressed CAI and its influence on students' achievement at the college level (reported mean ES = 0.24). Although the effect sizes vary in magnitude, and although there is some redundancy in the issues addressed by the different meta-analyses and some overlap in the empirical research included in them, the existence of this corpus allows us an opportunity to derive an estimate of the overall impact of technology integration as it has developed and been studied in technology-rich versus technologyimpoverished educational environments.…”

Section: Technology Integration Meta-analysesmentioning

confidence: 99%

What Forty Years of Research Says About the Impact of Technology on Learning

Tamim

Bernard²,

Borokhovski³

et al. 2011

Review of Educational Research

756

343

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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 classrooms that do not use technology? A study-level metaanalytic validation was also conducted for purposes of comparison. An extensive literature search and a systematic review process resulted in the inclusion of 25 meta-analyses with minimal overlap in primary literature, encompassing 1,055 primary studies. The random effects mean effect size of 0.35 was significantly different from zero. The distribution was heterogeneous under the fixed effects model. To validate the second-order metaanalysis, 574 individual independent effect sizes were extracted from 13 out of the 25 meta-analyses. The mean effect size was 0.33 under the random effects model, and the distribution was heterogeneous. Insights about the state of the field, implications for technology use, and prospects for future research are discussed.

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Section: Technology Integration Meta-analysesmentioning

confidence: 99%

What Forty Years of Research Says About the Impact of Technology on Learning

Tamim

Bernard²,

Borokhovski³

et al. 2011

Review of Educational Research

756

343

View full text Add to dashboard Cite

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“…Prva takva istraživanja ukazivala su na to da je nastava s medijima u najmanju ruku jednako učinkovita kao i ona bez njih ili učinkovitija od nastave bez medija (računalne tehnologije) (Timmermann i Kruepke, 2006). Smatrano je kako su mediji upravo taj jedini čimbenik koji podiže kvalitetu nastave i postizanje odgojno-obrazovnih ciljeva (Bangert-Drownset et al, 1985;Kulik i Kulik, 1991;Kulik et al, 1980;Kulik et al, 1986;Schmidt et al, 2009;Torgerson i Elbourne, 2002).…”

Section: Učinkovitost Učenja Poučavanja I Nastave S Medijimaunclassified

Media didactics: Yesterday, today, tomorrow

Topolovčan

2023

Metod. ogl. (Online)

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Teorijsko-komparativnim i povijesnim metodološkim pristupom dekonstruirana je geneza medijske didaktike s ciljem dobivanja uvida u njenu povijest, obilježja, definiranje discipline i recentne trendove razvoja. U studiji je elaborirana uloga medija u obrazovanju, školovanju, nastavi, učenju i poučavanju. Sustavno je objašnjena anatomija društvenih okolnosti nastanka pojedinih kurikulumskih inovacija i njihovih konzekvenci za globalno obrazovanje te na razvoj medijske didaktike. Sintezom dobivenih činjenica iz analiziranih koncepata evidentno je kako je na razvoj medijske didaktike djelovao koncept nastavne tehnologije prenesen iz SAD-a, kao i niz društvenih te tehnoloških čimbenika. Teorijska i praktična esencija medijske didaktike etablirana je u primjeni raznih medija sa svrhom aranžiranja individualizirane, tj. učeniku usmjerene nastave. Obilježja i uloga medija u nastavi su se vremenom mijenjala sukladno dominantnim didaktičkim teorijama. Krucijalan izazov za medijsku didaktiku predviđa se u vidu primjene umjetne inteligencije u obrazovanju i školovanju.

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“…Much educational technology research involves less demanding comparisons between the performance of "with technology" and "non-technology" groups of students (Liao, 1998(Liao, , 2007Rosen & Salomon, 2007;Schmid et al, 2009;Sipe & Curlette, 1997;Timmerman & Kruepke, 2006;Torgerson & Elbourne, 2002). Performance is usually compared through normal module assessments or by means of specifically design tests.…”

Section: Performance Comparisonsmentioning

confidence: 99%

Examining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher education

Kirkwood¹,

Price²

2013

Brit J Educational Tech

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This article examines assumptions and beliefs underpinning research into educational technology. It critically reviews some approaches used to investigate the impact of technologies for teaching and learning. It focuses on comparative studies, performance comparisons and attitudinal studies to illustrate how under-examined assumptions lead to questionable findings. The extent to which it is possible to substantiate some of the claims made about the impact of technologies on the basis of these approaches and methods is questioned. We contend researchers should ensure that they acknowledge underlying assumptions and the limitations imposed by the approach adopted in order to appropriately interpret findings.

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Cited by 37 publications

References 88 publications

What Forty Years of Research Says About the Impact of Technology on Learning

What Forty Years of Research Says About the Impact of Technology on Learning

Media didactics: Yesterday, today, tomorrow

Examining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher education

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