Mistaken Goal: Where Student Affairs & Technology Meet

"...technology is not something that happens to us. It is something we create. We must not confuse a tool with a goal. We must, therefore, be sure that technology serves the fundamental purposes of higher education." Stanley N. Katz in "In Information Technology, Don't Mistake a Tool for a Goal"

WIKINDX Resources

Journal Article:

BibTeX citation key: Bernard2004

Bernard, R., Abrami, P. L., Lou, Y., & Borokhovski, E. (2004). How does distance education compare with classroom instruction? a meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379–439.
Added by: kguidry 2010-01-05 16:04:04

Categories: General
Keywords: distance education, meta-analysis, technology
Creators: Abrami, Bernard, Borokhovski, Lou
Collection: Review of Educational Research

Peer reviewed
Number of views: 52
Popularity index: 4.25%

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.
Added by: kguidry Last edited by: kguidry

Digital Object Identifier (DOI):

10.3102/00346543074003379