Technology’s effect on achievement in higher education: a Stage I meta-analysis of classroom applications

@article{Schmid2009TechnologysEO,
  title={Technology’s effect on achievement in higher education: a Stage I meta-analysis of classroom applications},
  author={Richard F. Schmid and Robert M. Bernard and Eugene Borokhovski and R. Tamim and P. C. Abrami and C. Wade and Michael A. Surkes and G. Lowerison},
  journal={Journal of Computing in Higher Education},
  year={2009},
  volume={21},
  pages={95-109}
}
This paper reports the findings of a Stage I meta-analysis exploring the achievement effects of computer-based technology use in higher education classrooms (non-distance education. [...] Key Method A mixed effects model was adopted to explore coded moderators of effect size. Research design was found to be not significant across true, quasi- and pre-experimental designs, so the designs were combined. The variable “degree of technology use” (i.e., low, medium, and high) was found to be significant, with low…Expand
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