A Meta-Analysis of Three Types of Interaction Treatments in Distance Education

Autor/inn/en	Bernard, Robert M.; Abrami, Philip C.; Borokhovski, Eugene; Wade, C. Anne; Tamim, Rana M.; Surkes, Michael A.; Bethel, Edward Clement
Titel	A Meta-Analysis of Three Types of Interaction Treatments in Distance Education
Quelle	In: Review of Educational Research, 79 (2009) 3, S.1243-1289 (47 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654309333844
Schlagwörter	Distance Education; Interaction; Effect Size; Meta Analysis; Computer Uses in Education; Educational Technology; Comparative Analysis; Educational Environment; Teacher Student Relationship; Peer Relationship; Academic Achievement; Student Participation; Student School Relationship + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Interaktion; Meta-analysis; Metaanalyse; Computernutzung; Unterrichtsmedien; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Schulleistung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schüler-Lehrer-Beziehung
Abstract	This meta-analysis of the experimental literature of distance education (DE) compares different types of interaction treatments (ITs) with other DE instructional treatments. ITs are the instructional and/or media conditions designed into DE courses, which are intended to facilitate student-student (SS), student-teacher (ST), or student-content (SC) interactions. Seventy-four DE versus DE studies that contained at least one IT are included in the meta-analysis, which yield 74 achievement effects. The effect size valences are structured so that the IT or the stronger IT (i.e., in the case of two ITs) serve as the experimental condition and the other treatment, the control condition. Effects are categorized as SS, ST, or SC. After adjustment for methodological quality, the overall weighted average effect size for achievement is 0.38 and is heterogeneous. Overall, the results support the importance of the three types of ITs and strength of ITs is found to be associated with increasing achievement outcomes. A strong association is found between strength and achievement for asynchronous DE courses compared to courses containing mediated synchronous or face-to-face interaction. The results are interpreted in terms of increased cognitive engagement that is presumed to be promoted by strengthening ITs in DE courses. (Contains 11 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10