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Michko Georgette M. (2007). A Meta-analysis of the Effects of Teaching and Learning with Technology on Student Outcomes in Undergraduate Engineering Education. Houston : University of Houston. 
Added by: Rémi Thibert (29 Oct 2012 15:31:32 Europe/Paris)
Resource type: Book
ID no. (ISBN etc.): 9780549332732
BibTeX citation key: Michko2007
Categories: Apprentissages et psychologie, TICE
Creators: Michko
Publisher: University of Houston (Houston)
Views: 813/1146
Views index: 19%
Popularity index: 4.75%
Abstract     
An exhaustive search of 26 engineering education journals and 10 electronic databases included a review of 21,353 articles and yielded 45 studies that met the search criteria. Representing over 11,700 students, these studies reported 123 outcomes for which effect sizes were calculated using the software program Comprehensive Meta-Analysis. Although empirical evidence in the engineering education literature is very limited as indicated by the small number of studies qualifying for this meta-analysis, the combined effect size indicates that technology has a moderate, positive impact on cognitive student outcomes. The combined weighted effect size across all outcomes is 0.433 with a standard error of 0.067 and a 95\% confidence interval from 0.302 to 0.564. These results are slightly higher than those of other recent meta-analyses on technology use in related areas of education. No characteristics of the technology were found to have a significant impact on the overall effect size, although this may be partially due to a lack of sufficient detail in the primary study reports. The relationships of methodology and instructional characteristics also suffer from a lack of adequate reported information. In addition, this study confirmed the need for both a hand search and an electronic database search for a complete, exhaustive review of literature in this area.
Added by: Rémi Thibert  
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