Do the “significant difference” articles tend to show greater achievement in face-to-face or in mediated instruction?
In the great majority of studies compiled for this website, the “significant difference” articles show greater achievement in technology-mediated instruction. However, it is also important to note that in most of these cases, courses were adapted to the technology being utilized for mediated delivery. It is likely that this very adaptation created a course that allowed students to achieve higher outcomes, rather than the technology itself resulting in the higher outcome. Quoting Mr. Russell from the introduction to his book, “These (NSD) studies tell me that there is nothing inherent in the technologies that elicits improvements in learning. Having said that, let me reassure you that difference in outcomes can be made more positive by adapting the content to the technology. That is, in going through the process of redesigning a course to adapt the content to the technology, it can be improved.” Has anyone conducted “meta-analyses” (studies which summarize the results of several prior r
Related Questions
- What is the relationship between the degree of implementation of scientifically based reading instruction and student reading achievement?
- One of the key practices identified was using student assessment data to improve student achievement and teacher instruction. What is this?
- Does assessment of adult learners strengths and needs in reading instruction lead to increased reading achievement?
