A Study of Meta-Analyses Reporting Quality in the Large and Expanding Literature of Educational Technology

Autor/inn/en	Tamim, Rana M.; Borokhovski, Evgueni; Bernard, Robert M.; Schmid, Richard F.; Abrami, Philip C.; Pickup, David I.
Titel	A Study of Meta-Analyses Reporting Quality in the Large and Expanding Literature of Educational Technology
Quelle	In: Australasian Journal of Educational Technology, 37 (2021) 4, S.100-115 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Borokhovski, Evgueni) ORCID (Bernard, Robert M.) ORCID (Schmid, Richard F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Meta Analysis; Educational Quality; Educational Technology; Scores; Effect Size; Educational Research; Evidence Based Practice; Bias; Synthesis + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Quality of education; Bildungsqualität; Unterrichtsmedien; Bildungsforschung; Pädagogische Forschung
Abstract	As the empirical literature in educational technology continues to grow, meta-analyses are increasingly being used to synthesise research to inform practice. However, not all meta-analyses are equal. To examine their evolution over the past 30 years, this study systematically analysed the quality of 52 meta-analyses (1988-2017) on educational technology. Methodological and reporting quality is defined here as the completeness of the descriptive and methodological reporting features of meta-analyses. The study employed the Meta-Analysis Methodological Reporting Quality Guide (MMRQG), an instrument designed to assess 22 areas of reporting quality in meta-analyses. Overall, MMRQG scores were negatively related to average effect size (i.e., the higher the quality, the lower the effect size). Owing to the presence of poor-quality syntheses, the contribution of educational technologies to learning has been overestimated, potentially misleading researchers and practitioners. Nine MMRQG items discriminated between higher and lower average effect sizes. A publication date analysis revealed that older reviews (1988-2009) scored significantly lower on the MMRQG than more recent reviews (2010-2017). Although the increase in quality bodes well for the educational technology literature, many recent meta-analyses still show only moderate levels of quality. Identifying and using only best evidence-based research is thus imperative to avoid bias. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01