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A meta-analysis of the effects of te...

Michko, Georgette M.

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A meta-analysis of the effects of teaching and learning with technology on student outcomes in undergraduate engineering education.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A meta-analysis of the effects of teaching and learning with technology on student outcomes in undergraduate engineering education./
作者:	Michko, Georgette M.
面頁冊數:	207 p.
附註:	Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4595.
Contained By:	Dissertation Abstracts International68-11A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3289807
ISBN:	9780549332732

A meta-analysis of the effects of teaching and learning with technology on student outcomes in undergraduate engineering education.
Michko, Georgette M.

A meta-analysis of the effects of teaching and learning with technology on student outcomes in undergraduate engineering education. - 207 p.

Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4595.

Thesis (Ed.D.)--University of Houston, 2007.

Educational technologies have been proposed as a means to improve teaching and learning in many areas of education, including engineering education. The purpose of this study is to synthesize recent quantitative research on the effects of teaching and learning with technology on student outcomes in undergraduate engineering education. This synthesis includes quantitative, experimental, and quasi-experimental research and evaluation studies that have been published in English in refereed journals during a 10-year period (1996-2005). In order to be included, a published study (a) focused on teaching and learning with technology in undergraduate engineering classrooms or laboratories where students and instructors interact primarily face-to-face (>50% of the time); (b) compared a technology group to a non-technology comparison group, or compared a group with a pretest-posttest measure; and (c) reported statistical data sufficient to calculate an effect size.

ISBN: 9780549332732Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

A meta-analysis of the effects of teaching and learning with technology on student outcomes in undergraduate engineering education.
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245 1 2 $a A meta-analysis of the effects of teaching and learning with technology on student outcomes in undergraduate engineering education.
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502 $a Thesis (Ed.D.)--University of Houston, 2007.
520 $a Educational technologies have been proposed as a means to improve teaching and learning in many areas of education, including engineering education. The purpose of this study is to synthesize recent quantitative research on the effects of teaching and learning with technology on student outcomes in undergraduate engineering education. This synthesis includes quantitative, experimental, and quasi-experimental research and evaluation studies that have been published in English in refereed journals during a 10-year period (1996-2005). In order to be included, a published study (a) focused on teaching and learning with technology in undergraduate engineering classrooms or laboratories where students and instructors interact primarily face-to-face (>50% of the time); (b) compared a technology group to a non-technology comparison group, or compared a group with a pretest-posttest measure; and (c) reported statistical data sufficient to calculate an effect size.
520 $a An exhaustive search of 26 engineering education journals and 10 electronic databases included a review of 21,353 articles and yielded 45 studies that met the search criteria. Representing over 11,700 students, these studies reported 123 outcomes for which effect sizes were calculated using the software program Comprehensive Meta-Analysis. Although empirical evidence in the engineering education literature is very limited as indicated by the small number of studies qualifying for this meta-analysis, the combined effect size indicates that technology has a moderate, positive impact on cognitive student outcomes. The combined weighted effect size across all outcomes is 0.433 with a standard error of 0.067 and a 95% confidence interval from 0.302 to 0.564. These results are slightly higher than those of other recent meta-analyses on technology use in related areas of education. No characteristics of the technology were found to have a significant impact on the overall effect size, although this may be partially due to a lack of sufficient detail in the primary study reports. The relationships of methodology and instructional characteristics also suffer from a lack of adequate reported information. In addition, this study confirmed the need for both a hand search and an electronic database search for a complete, exhaustive review of literature in this area.
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