Media and Pedagogy in Undergraduate Distance Education: A Theory-Based Meta-Analysis of Empirical Literature |
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Authors: | Yiping Lou Robert M Bernard Philip C Abrami |
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Institution: | (1) Educational Technology in the Department of Educational Leadership, Research and Counseling, Louisiana State University, Louisiana;(2) Education at the Centre for the Study of Learning and Performance, Concordia University, Montreal, Quebec |
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Abstract: | 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 from
103 studies were conducted according to how media were used to support DE pedagogy. The results indicate that the effect sizes
far synchronous instructor-directed DE were consistent and not significantly different from zero; in asynchronous DE, media
only supporting independent learning was generally less effective than media supporting collaborative discussion among students,
although both subsets were significantly heterogeneous. Follow-up analysis of asynchronous DE findings was framed in terms
of three patterns of interaction—student-content, student-instructor and student-student. |
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Keywords: | distance education technology-mediated learning meta-analysis |
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