This research study employs a second-order meta-analysis procedure to summarize 40 years
of research activity addressing the question, does computer technology use affect student …

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 …

This paper serves several purposes. First and foremost, it is devoted to developing a better
understanding of the effectiveness of blended learning (BL) in higher education. This is …

Critical thinking (CT), or the ability to engage in purposeful, self-regulatory judgment, is widely
recognized as an important, even essential, skill. This article describes an ongoing meta-…

In a recent meta-analysis of distance and online learning, Bernard et al. ( 2009 ) quantitatively
verified the importance of three types of interaction: among students, between the …

This meta-analysis is a study of the experimental literature of technology use in postsecondary
education from 1990 up to 2010 exclusive of studies of online or distance education …

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)…

This systematic review draws from and builds upon the results of a meta-analysis of the
achievement effects of three types of interaction treatments in distance education: student–…

While various research studies have focused on antecedents and consequences of student
satisfaction, few studies have done so in the Gulf region. The objective of the present study …

The present study extends the results of a larger meta-analysis that addressed the effects of
technology use on student achievement and attitudes in postsecondary education. The …