Keywords
teacher-centered instructional practices
educational technology
learning achievement outcomes
meta-analysis
How to Cite
Abstract
It is no longer a question whether technology should be integrated into the classroom. The focus has shifted to how to use it to enable and promote effective learning. For better or for worse, technology is pervasive in our lives, and educational settings are no exception. However, it is not sufficient to employ educational technology simply because it is available. How technology is deployed, when and for what purposes it is used, what kind of learning it is applied to, and which categories of students it affects, are now of prime importance. This paper presents findings of a meta-analysis (M-A) that investigated differences between teacher-centered and student-centered (T-C vs. S-C) pedagogical practices in their effect on educational technology use as measured by student achievement outcomes. To describe S-C strategies, eleven instructional dimensions were identified from our previous work. Findings, based on 168 independent effect sizes (ESs) comparing T-C with S-C revealed a weighted average of g+=0.402 indicating that educational technology moderately increases learning achievement outcomes. Significant findings are reported, with four dimensions -Course design, Problem type, Conceptual level, and Peer collaboration - strengthening the impact of educational technology on students’ achievement, and in one dimension - Pacing/Flexibility - weakening it.
References
Bernard, R. M., Abrami, P.C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L. et al. (2004). How does distance education compare to classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379-439. http://dx.doi.org/10.3102/00346543074003379
Bernard, R. M., Borokhovski, E., & Abrami, P. C. (2013, April). Teacher-centered and student-centered pedagogy: A meta-analysis of classroom practices and processes [Paper presentation]. 2013 meeting of the American Educational Research Association, San Francisco, CA.
Bernard, R. M., Borohhovski, E., Schmid, R. F., Tamim, R. M., & Abrami, P. C. (2014). A meta-analysis of blended learning and technology use in higher education: from the general to the applied. Journal of Computing in Higher Education, 26, 87-122. https://doi.org/10.1007/s12528-013-9077-3
Bernard, R. M., Abrami, P. C., Wade, A., Borokhovski, E., Tamim, R., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three interaction treatments in distance education. Review Of Educational Research, 79, 1243-1289. https://doi.org/10.3102/0034654309333844
Borenstein, M., Hedges, L., Higgins, J., Rothstein, H. (2005). Comprehensive Meta-analysis Version 2.2.057, Biostat, Englewood NJ.
Borenstein, M., Hedges, L., Higgins, J., Rothstein, H. (2009). Introduction to meta-analysis. Chichester, UK: Wiley.
Borokhovski, E., Bernard, R. M., Tamim, R. M., Abrami, P. C., & Schmid, R. F. (2015, August). Can we measure the comparative effects on learning of the student-centered and teacher-centered pedagogical practices? Preliminary results of a meta-analysis [Paper presentation]. World Education Research Association 2015 Focal Meeting, Budapest, Hungary.
Borokhovski, E., Tamim, R. & Pickup, D. (2022). Technology Application in Teaching and Learning: Second-Order Review of Meta-Analyses. Commonwealth of Learning (COL) Canada http://hdl.handle.net/11599/4069
Cimerhanzel-Nestlerode, S. R. M., & Cooper, J. (1981). Individualizing instruction in college-level Spanish: A study of student achievement and attitude [Paper presentation]. Annual Meeting of the Southwest Educational Research Association, Dallas, TX.
Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21-29. https://doi.org/10.1007/BF0229908
Cobb, T. (1997). Cognitive efficiency: toward a revised theory of media. Educational Technology Research and Development, 45(4), 21–35. http://dx.doi.org/10.1007/BF02299681
Cooper, H. M. (2017). Research synthesis and meta-analysis: A step-by-step approach (5th ed.). SAGE Publications.
D’Angelo, C., Rutstein, D., Harris, C., Bernard, R. M., Borokhovski, E., & Haertel, G. (2014). Simulations for STEM learning: Systematic review and meta-analysis. SRI International. https://www.sri.com/wp-content/uploads/pdf/simulations-for-stem-learning-brief.pdf
Gersten, R., Chard, D., Jayanthi, M., Baker, S., Morphy, P., & Flojo, J. (2008). Mathematics instruction for students with learning disabilities or difficulty learning mathematics: A synthesis of the intervention research. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Gredler, M. E. (2012). Understanding Vygotsky for the classroom: Is it too late? Educational Psychology Review, 24(1), 113–131. https://doi.org/10.1007/s10648-011-9183-6
Hannafin, M. J., & Land, S. M. (2000). Technology and Student-Centered Learning in Higher Education: Issues and Practices. Journal of Computing in Higher Education, Fall 2000, Vol. 12(1), 3-30.
Hattie, J., Yates, G. C. R. (2014). Visible Learning and the Science of How We Learn. Routledge, London and New York. Chapter 21.
Hedges, L. V., Shymansky, J. A., & Woodworth, G. (1989). A practical guide to modern methods of meta-analysis. Washington, DC: National Science Teachers Association.
Issenberg, S. B., McGaghie, W. C., Gordon, D. L., Symes, S., Petrusa, E. R., Hart, I. R., & Harden, R. M. (2002). Effectiveness of a cardiology review course for internal medicine residents using simulation technology and deliberate practice. Teaching and Learning in Medicine: An International Journal, 14(4), 223–228. http://dx.doi.org/10.1207/S15328015TLM1404_4
Janssen, J., & Kirschner, P. A. (2020). Applying collaborative cognitive load theory to computer-supported collaborative learning: Towards a research agenda. Educational Technology Research and Development, 68(2), 783-805.
Jeffries, C., & Maeder, D. W. (2006). Using instructional and assessment vignettes to promote recall, recognition, and transfer in educational psychology courses. Teaching Educational Psychology, 1(2), 1-19.
Jonassen, D. H. (2000). Revisiting activity theory as a framework for designing student-centered learning environments. Theoretical foundations of learning environments, 89, 121.
Kozma, R. B. (1991). Learning with media. Review of Educational Research 61, 179-211. https://doi.org/10.3102/00346543061002179
Kugley, S., Wade, A., Thomas, J., Mahood, Q., Klint Jørgensen, A.-M., Hammerstrøm, K., & Sathe, N. (2017). Searching for studies: a guide to information retrieval for Campbell systematic reviews. Campbell Systematic Reviews, 13(1), 1-73. https://doi.org/10.4073/cmg.2016.1
Land, S., & Jonassen, D. (Eds.). (2012). Theoretical foundations of learning environments. Routledge.
Linden, A., & Fenn, J. (2003). Understanding Gartner’s hype cycles [Strategic Analysis Report R-20-1971]. Gartner Research
Mäkitalo, K., Weinberger, A., Häkkinen, P., Järvelä, S., & Fischer, F. (2004). Epistemic cooperation scripts in online learning environments: fostering learning by reducing uncertainty in discourse? Computers in Human Behavior, 21, 603–622. http://dx.doi.org/10.1016/j.chb.2004.10.033
Mayer, R. E. (2008). Learning and instruction (2nd ed.). Upper Saddle River, NJ: Merrill Prentice-Hall.
O’Donnell, A. M., D’Amico, M., Schmid, R. F., Reeve, J., & Smith, J. K. (2008). Educational psychology: Reflection for action (Canadian ed.). Mississauga, ON: John Wiley and Sons Canada.
Olgun, O. S., Adali, B. (2008). Teaching grade 5 life science with a case study approach. Journal of Elementary Science Education, 20, 29-44. https://doi.org/10.1007/BF03174701
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S.,… Moher, D. The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ,372(71). https://doi.org/10.1136/bmj.n71
Ross, S. M., Morrison, G. R., & Lowther, D. L. (2010). Educational technology research past and present: balancing rigor and relevance to impact school learning. Contemporary Educational Technology, 1, 17–35. https://doi.org/10.30935/cedtech/5959
Schmid, R. F., Bernard, R. M., Borokhovski, E., Tamim, R. M., Abrami, P. C., Surkes, M. A., Wade, C. A., & Woods, J. (2014). The effects of technology use in postsecondary education: A meta-analysis of classroom applications. Computers & Education, 72, 271-291. http://dx.doi.org/10.1016/j.compedu.2013.11.002
Schneider, M., & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological bulletin, 143(6), 565.
Schneider, L. S., & Renner, J. W. (1980). Concrete and formal training. Journal of Research in Science Teaching, 17, 503-517.
Schwartz, N. H., & Schmid, R. F. (2012). Using technology to foster a meaningful learning environment. In M. J. Lawson, & J. R. Kirby (Eds.), The quality of learning: Dispositions, instruction, and mental structures. Cambridge, UK: Cambridge University Press.
Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research, 81(3), 4-28. http://dx.doi.org/10.3102/0034654310393361
Tamim, R. M., Borokhovski, E., Pickup D., & Bernard, R. M. (2015). Tablets for teaching and learning. A systematic review and meta-analysis. Commonwealth of Learning (COL). http://hdl.handle.net/11599/1012
Tamim, R. M., Borokhovksi, E. F., Pickup, D. I., Schmid, R. F., & Bernard, R. M. (Under review). Beyond technology hype: Two complementary meta-analyses and a qualitative systematic review of tablets for teaching and learning. Review of Educational Research.
Tobias, S., & Duffy, T. M. (Eds.). (2009). Constructivist instruction: Success or failure? Routledge.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2024 Lori A. Kohler, Eugene F. Borokhovski, Rana M. Tamim, David I. Pickup, Robert M. Bernard