Technology-supported student interaction in post-secondary education: A meta-analysis of designed versus contextual treatments
Source of Publication
Computers and Education
© 2015 Elsevier Ltd. All rights reserved. The present study extends the results of a larger meta-analysis that addressed the effects of technology use on student achievement and attitudes in postsecondary education. The focus of the current meta-analysis is the use of technology to enable instructional conditions that promote collaborative interactions among learners. More specifically, it aims to compare the impact of designed interaction treatments (i.e., collaborative activities intentionally built into course design) and contextual interaction treatments (i.e., course conditions that result in high levels of student-student interaction but are not intentionally designed to promote collaboration) on student learning outcomes. Results indicate that designed treatments outperform contextual treatments (g¯ = 0.52, k = 25 vs. g¯ = 0.11, k = 20, QBetween = 7.91, p < .02) on measures of achievement, emphasizing the importance of planning and instructional design in technology integration in postsecondary education. The results are discussed in relation to the literature of student-student interaction and collaborative learning.
Improving classroom teaching, Interactive learning environments, Media in education, Postsecondary education, Teaching/learning strategies
Borokhovski, Eugene; Bernard, Robert M.; Tamim, Rana M.; Schmid, Richard F.; and Sokolovskaya, Anna, "Technology-supported student interaction in post-secondary education: A meta-analysis of designed versus contextual treatments" (2016). All Works. 3317.
Indexed in Scopus