Technology-supported student interaction in post-secondary education: A meta-analysis of designed versus contextual treatments
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- 作者：Eugene Borokhovskia ; eborokhovski@education.concordia.ca" class="auth_mail" title="E-mail the corresponding author ; Robert M. Bernarda ; bernard@education.concordia.ca" class="auth_mail" title="E-mail the corresponding author ; Rana M. Tamimb ; rana.tamim@zu.ac.ae" class="auth_mail" title="E-mail the corresponding author ; Richard F. Schmida ; schmid@education.concordia.ca" class="auth_mail" title="E-mail the corresponding author ; Anna Sokolovskayaa ; a.sokolo@gmail.com" class="auth_mail" title="E-mail the corresponding author
- 关键词：Media in education ; Improving classroom teaching ; Teaching/learning strategies ; Postsecondary education ; Interactive learning environments
- 刊名：Computers and Education
- 出版年：2016
- 出版时间：May 2016
- 年：2016
- 卷：96
- 期：Complete
- 页码：15-28
- 全文大小：535 K
文摘
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Meta-analysis of designed and contextual interaction treatments.
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Covers studies published from 1990 up to 2010.
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Designed (k = 25) versus contextual interaction treatments (k = 20).
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Comparison was significant (134bacc63dcd7cf0a9db2">
= 0.52, vs. 134bacc63dcd7cf0a9db2"> = 0.11, QBetween = 7.91, p < .02).- •
Moderator variable analysis yielded positive outcomes for cognitive support tools.
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