Large-Scale Studies and Quantitative Methods

Liao, Yuen-kuang Cliff; Hao, Yungwei

doi:10.1007/978-0-387-73315-9_64

Cited by 11 publications

(6 citation statements)

References 57 publications

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“…Finally, meta‐analysis studies (Liao & Hao 2008) can be carried out on all the ICT4E programmes once they have been disseminated in order to analyse the effectiveness of ICT developed in this way in a particular education system. These studies will complement large‐scale and generic studies about the impact of ICT in the school system.…”

Section: Discussionmentioning

confidence: 99%

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Evolutionary development: a model for the design, implementation, and evaluation of ICT for education programmes

Rodríguez

Nussbaum

Dombrovskaia

2011

Computer Assisted Learning

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The impact of information and communication technology (ICT) in primary and secondary education is still an open question. Following review of the available literature, we classify the causes of the lack of impact on students' attainment in four dimensions: (1) the design and implementation of ICT in educational settings; (2) the evaluation of its impact; (3) the scaling up of these kinds of innovations; and (4) the cost‐effectiveness of technology‐enhanced learning environments. Based on this evidence, we proposed the evolutionary development model (EDM), which aims to produce a cost‐effective and sustainable ICT for education (ICT4E) programme in three steps: efficacy, effectiveness, and efficiency. In each step, one component of the programme is built and validated in real educational settings. Therefore, the resultant ICT4E programme is ready to be replicated across the school system. We also show how the EDM guided the development of a programme based on mobile computer supported collaborative learning, known as Eduinnova. Finally, we discuss how EDM can serve as an analysis tool for researchers and policy makers.

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Section: Discussionmentioning

confidence: 99%

“…2006; OECD 2006, 2010). Meta‐analysis studies also reflect this contradictory reality (Kulik 2003; Liao & Hao 2008). From this point onwards, we will refer to any improvement in students' attainment simply as an ‘impact’ (Trucano 2005; Cox & Marshall 2007).…”

Section: Introductionmentioning

confidence: 99%

Evolutionary development: a model for the design, implementation, and evaluation of ICT for education programmes

Rodríguez

Nussbaum

Dombrovskaia

2011

Computer Assisted Learning

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“…Large‐scale international studies, such as those conducted by Pelgrum and Plomp (2008), which use the same instruments for all country participants and meta‐studies (e.g. Liao & Hao 2008), therefore involve methods that provide results that can be generalized for the common variables being investigated. However, such studies cannot always take account of the local and national variables, such as whether or not the country's national curriculum requires the teachers to use e‐learning, and therefore the uptake might be higher than where it is an optional extra; or how teachers and schools and the national researchers interpret the meaning of e‐learning, and what kinds of e‐learning use is taking place informally.…”

Section: Quantitative Versus Qualitative Methodsmentioning

confidence: 99%

Formal to informal learning with IT: research challenges and issues for e‐learning

Cox

2012

Computer Assisted Learning

111

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For the purpose of clarity and consistency, the term e‐learning is used throughout the paper to refer to technology‐enhanced learning and information technology (IT) in teaching and learning. IT depicts computing and other IT resources. Research into e‐learning has changed in focus and breadth over the last four decades as a consequence of changing technologies, and changes in educational policies and practices. Although increasing numbers of young people have access to a wide range of IT technologies during their leisure activities, little is known about this impact on their learning. Much of the research evidence, to date, of students' informal uses of IT is about the frequency of use in different educational settings and the different types of IT uses occurring among learners at school and in the home. There is little evidence of the interrelationship between them. What makes researching e‐learning so difficult is the ever‐changing technology itself and the increasing access to IT resources in informal settings, changing the balance between formal and informal uses of e‐learning. This rebalancing not only results in a wider diversification of IT uses by learners but also a greater variability in their IT literacies and unknown variables such as the level of control of the learning activities, and contributions from third parties online. This paper reviews the wide range of technological and educational research changes that have taken place over the last 40 years, the affordances these provide, and the consequent implications for research methods and issues regarding investigating the impact of IT on formal and informal learning. Based on this analysis, strategies are proposed to help us achieve reliable research approaches and methods that take account of the eclectic nature of e‐learning and the growing influence of informal learning on e‐learning in education.

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“…In identifying which technologies to use and how to deploy them it is difficult to establish clear criteria based on evidence because meta-analyses of effect sizes shows much variation and no clear patterns with regard to the value of different ICTs (Hattie 2009;Liao and Hao 2008). Instead these analyses confirmed those of other studies that the value of the use of particular ICTs depends on the specific learning intentions, characteristics of learners and how the ICT resources were deployed alongside other elements of the learning environment.…”

Section: Learning Without Teachingmentioning

confidence: 99%