Effectiveness of Computer-Based Education in Colleges.

Autor/inn/en	Kulik, Chen-Lin C.; Kulik, James A.
Titel	Effectiveness of Computer-Based Education in Colleges.
Quelle	(1985), (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; College Students; Computer Assisted Instruction; Higher Education; Individualized Instruction; Instructional Innovation; Literature Reviews; Meta Analysis; Online Systems; Research Methodology; Student Attitudes; Teaching Methods; Time Factors (Learning) + Suchen Sie Ihr Suchwort? Schulleistung; Collegestudent; Computer based training; Computerunterstützter Unterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individualisierender Unterricht; Educational Innovation; Bildungsinnovation; Meta-analysis; Metaanalyse; Online; Research method; Forschungsmethode; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The 101 computer-based education (CBE) studies considered for use in this meta-analysis came from three major sources: references in an earlier meta-analytic review of CBE at the college level (J. Kulik, et al., 1980); a computer search of the Comprehensive Dissertation Abstracts and ERIC databases; and utilization of the bibliographies contained within the documents located through reviews and computer searches. The instructional outcome measured most often in the 101 studies was student learning as indicated on achievement examinations given at the end of a program of instruction. Some additional outcome variables measured included: performance on a follow-up or retention examination at a later date; attitudes toward computers; course completion; and amount of time needed for instruction. Findings indicate that computer-based education usually has positive effects on college students (CBE raised student examination scores by 0.26 standard deviations in the average study); CBE effects were somewhat lower in unpublished studies than they were in published reports; CBE effects were also somewhat lower in the hard, nonlife sciences than in the social and life sciences and education; CBE produced small but positive changes in student attitudes toward instruction and computers; and CBE also reduced substantially the amount of time needed for instruction. A 12-page reference list and 4 tables complete the document. (Author/JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC