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Descriptors:
College Faculty; Collegiality; Interprofessional Relationship; Adoption (Ideas); Program Implementation; Technology Integration; Instructional Improvement; Path Analysis; Research Methodology; Communities of Practice; Professional Development

Abstract:
This mixed methodology study was designed to examine the factors and the process by which mainstream university faculty members adopt and implement technology in teaching and learning. Data were collected through a survey administered to faculty from 3 academic colleges (N = 117) and interviews of selected survey respondents (N = 9). Path analysis of survey data resulted in path coefficients indicating relationships between variables and significant direct effects to variables. Interview data were analyzed through constant comparative analyses. Patterns of perceptions and usage among participants emerged, providing rich data that triangulates with survey and path analysis findings. The results suggest that peer interactions and collegiality are significant direct effects in helping faculty members learn new innovations and strategies. The findings have important implications for informing the design of professional development for faculty adoption of technology. (Contains 7 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Distance Education; Undergraduate Study; Meta Analysis; Literature; Undergraduate Students; Academic Achievement; Effect Size; Educational Media; Teacher Student Relationship; Teaching Methods

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 for 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. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grade 5; Information Seeking; Concept Mapping; Internet; Web Sites; Thinking Skills; Instructional Effectiveness; Learning Processes; Scaffolding (Teaching Technique)

Abstract:
Using WebQuests for inquiry-based learning represents a higher-order use of technology requiring students to exercise information seeking, analyzing, and synthesizing strategies. This research was designed to obtain a better understanding of how to enhance the pedagogical effectiveness of WebQuests and of how students interact with the various features inherent to informational Web sites. A major objective was to examine the effect of providing instructional scaffolds to support fifth-grade students' WebQuesting experiences. The findings indicated that concept mapping templates coordinated with the research tasks enhanced students' free recall and application of acquired knowledge. The importance of site design features, especially discourse quality, multimedia elements, and navigational systems, are discussed with respect to students' ability to locate, extract, and apply information. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Program Effectiveness; Cooperative Learning

Abstract:
This research explored how between-group collaboration enhanced the co-construction of knowledge and performance on project-based learning tasks of collaborative learning groups. The findings of 2 case studies, one that focused on between-group mentoring and one that focused on between-group project review, revealed that both strategies were perceived favorably by the students and had a positive impact on the collaborative learning skills, the knowledge revealed through their online dialogue, and the project performance of all students, especially the less effective groups. The results provide some insights into the computer-supported collaborative learning process among students in a higher education context. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Statistical Analysis; Distance Education; Research Methodology; Educational Research; Instructional Effectiveness

Abstract:
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 recently completed meta-analysis of that literature from 1985 to 2002. Overall, the 232 studies reviewed were judged to be of poor methodological quality and severely lacking in critical information about research practices. Studies of synchronous and asynchronous DE are discussed separately and recommendations are made for improving designs and measures within these patterns. Suggestions for future quantitative research areas are provided. In discussing these findings, we recognize that high-quality research is being conducted in the field and that qualitative forms of research contribute greatly to the mosaic of evidence that is the base of available knowledge about DE. Finally, three organizations, the What Works Clearinghouse (USA), EPPI-Centre (UK), and the Campbell Collaboration (international), all devoted to improving the quality of research and research synthesis in education, are described briefly; suggestions are made as to how their philosophies and approaches for judging the worthiness of research evidence can be used to improve DE research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Distance Education; Meta Analysis; Academic Achievement; Student Attitudes; Comparative Analysis; Student Attrition; Computer Mediated Communication; Theories

Abstract:
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 on a comprehensive meta-analysis of the comparative literature of DE (Bernard, Abrami, Lou, Wozney, Borokhovski, Wallet, Wade, Fiset, & Huang, in press), we are able to assess empirically whether equivalency has been achieved in prior comparative DE research. This paper includes a brief summary of the results of the split between synchronous and asynchronous patterns of DE, and addresses the implications these data have for developing separate theories of DE for synchronous (i.e., group-based) and asynchronous (i.e., individualized) applications. We examine data based on achievement, attitude and retention outcomes and coded study features (i.e., methodological, pedagogical and media) relating to them. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Distance Education; Effect Size; Academic Achievement; Meta Analysis; Conventional Instruction; Comparative Analysis; Computer Uses in Education

Abstract:
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 sizes of essentially zero on all three measures and wide variability. This suggests that many applications of DE outperform their classroom counterparts and that many perform more poorly. Dividing achievement outcomes into synchronous and asynchronous forms of DE produced a somewhat different impression. In general, mean achievement effect sizes for synchronous applications favored classroom instruction, while effect sizes for asynchronous applications favored DE. However, significant heterogeneity remained in each subset. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Predictor Variables; Learning Strategies; Effect Size; Student Attitudes; Computer Uses in Education; Educational Technology; Teaching Methods; Small Group Instruction

Abstract:
Based on 198 independent findings from 71 studies with experimental or statistical controls, the results of this meta-analysis indicate that, on average, students learning with computers in small groups attempted a greater amount of task (d + = +0.15), used more learning strategies (d + = +0.36), had more positive attitude toward small group learning (d + = +0.54), but needed more task completion time (d + = -0.21) as compared to students learning with computers individually. No significant difference was found on student attitude toward instruction whether they learned in small groups or individually. However, effect sizes varied significantly, ranging from extremely positive to extremely negative in each of the outcomes analyzed. Significant predictors concerning technology and task characteristics included type of programs, instructional control, feedback, and task structure. Significant predictors concerning grouping and learner characteristics included group learning strategy, group work experience, and group size. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Technology; Cooperation; Problem Solving; Graduate Students; Group Dynamics; Online Courses; Student Projects; Instructional Design; Academic Achievement

Abstract:
Online courses have been criticized for their focus on knowledge acquisition rather than on how to solve authentic complex problems, a skill that is increasingly being recognized as critical to meeting the challenges in the real world. The purpose of this study was to explore whether between-group collaboration in project-based online courses can promote student learning of complex problem solving. Eleven graduate students in an educational technology class participated in this study. Each group of three to four members designed and developed a 2-week online mini-course that was later implemented with classmates across groups. During the semester, students were encouraged to visit other group areas, discuss challenges, and share strategies in the online course environment. The results indicate that between-group collaboration was effective in improving group processes, group project performance, individual student achievement, and confidence in complex problem solving in designing online courses. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Class Size; Computer Assisted Instruction; Educational Technology; Individualized Instruction; Small Group Instruction; Synthesis

Abstract:
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, small group learning had more positive effects, but findings on both individual achievement and group task performance were significantly heterogeneous. (SLD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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