A Meta-Analysis of the Relationship between E-Learning and Students' Academic Achievement in Higher Education

Autor/in	Mothibi, Gloria
Titel	A Meta-Analysis of the Relationship between E-Learning and Students' Academic Achievement in Higher Education
Quelle	In: Journal of Education and Practice, 6 (2015) 9, S.6-9 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Meta Analysis; Electronic Learning; Academic Achievement; Higher Education; Information Technology; Statistical Significance; Statistical Analysis; Effect Size; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Schulleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Informationstechnologie; Statistische Analyse; Unterrichtserfolg
Abstract	E-learning is substantially becoming a popular effective learning approach within greater academic settings due to high use of web systems in learning. E-learning involves utilization of information and communication technology (ICT) to improve and help teaching and learning. The aim of this study was to estimate the relationship between e-learning and students' academic achievement in higher education. Based on systematic sampling approach, a sample of 15 research studies conducted between 2010 and 2013 were used in computation of results using the Cohen's model. The computed results (= 0.782) indicate that ICT has a statistically significant positive impact on e-learning based students' academic achievements. The findings indicate that ICT has a significant positive impact on students' educational overall academic achievements. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01