A Meta-Analysis Examining the Impact of Computer-Assisted Instruction on Postsecondary Statistics Education

Larwin, Karen H.; Larwin, David A.

doi:10.1080/15391523.2011.10782572

Cited by 53 publications

(40 citation statements)

References 49 publications

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“…Glass et al (1981) explains that a meta-analysis allows for studies with smaller sample sizes to be combined, thus, producing a much larger sample size. This in turn will increase the statistical power and reliability of the estimates (Larwin, 2005).…”

Section: Overview Of Meta-analysismentioning

confidence: 99%

The Potential Impact of Online/Distance Education for K-12 Special Education Students: A Meta-Analytic Investigation

Larwin

Erickson

2016

IJEEDU

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Abstract:The present meta-analysis is a comprehensive investigation of the effectiveness of online/distance educational opportunities on student achievement specifically for students with disabilities in grades K-12. An overall effect size of d = -.015 was calculated from 7 studies for a total of 54 different effect size measures, based on a sample of data from n = 24,031 participants. These results suggest that the achievement level of the typical students with disabilities did not differ from the achievement of students in the control group. However, further investigation indicates that students with disabilities experiencing online/distance education performed better than comparable students with disabilities who were in traditional face-to-face classrooms. Study demonstrates that sub-categories can be used to further the understanding of how the use of online/distance education could serve as one solution for shrinking the achievement gap for exceptional individuals. Implications and limitations are discussed.

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Section: Overview Of Meta-analysismentioning

confidence: 99%

The Potential Impact of Online/Distance Education for K-12 Special Education Students: A Meta-Analytic Investigation

Larwin

Erickson

2016

IJEEDU

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“…Students should also be able to think critically so that they can assess the value of their prior knowledge and elaborate, translate, and summarize known and new information 14,15,16 . Activities that have students use concepts in new and different contexts such as those provided by open-ended problems that need to be solved and then sharing that information with others for critical feedback can help develop innovative thinking 17,18,19 . Based then on what is known about the development of innovative thinking, in addition to what is currently offered in the way of academic and social support, inVenTs residents have the chance to engage in hands-on activities that are designed to encourage and develop innovative thinking.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

inVenTs: Improving retention among STEM majors through a living learning community

Amelink

Arnold-Christian

Watford

et al. 2013

2013 IEEE Frontiers in Education Conference (FIE)

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Studies have identified institutional or programmatic interventions that can be implemented to address lack of fit and related individual variables that may impact success and retention in engineering programs, especially among underrepresented groups in science, technology, engineering, and math (STEM) fields. One such intervention is a living-learning community (LLC). Informed by best practices in the literature, inVenTs is a new interdisciplinary residential community offered at a Research I university that is designed to encourage the development of innovative and entrepreneurial thinking skills while at the same time offering programming that is linked to retention and success. Linked to the activities being offered in this residential community, our research is examining what curricular and co-curricular initiatives have been shown to retain undergraduates and at the same time develop students' ability to be innovative. This paper discusses initial findings from assessment efforts and future assessment plans as findings are being used to inform future programmatic initiatives.

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“…However, in another meta-analysis, Larwin and Larwin (2011) document concerns that CAI may exert stifling effects on understanding difficult concepts in statistics. They report only a modest increase in student learning due to CAI.…”

Section: Online Teaching Aidsmentioning

confidence: 99%

Innovative Teaching: An Empirical Study of Computer Aided Instruction in Quantitative Business Courses

Gönül

Solano

2012

SSRN Journal

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We investigate business undergraduate mathematics-based courses in a blended environment of online assignments and exams and offline lectures, and report the impact on academic performance of factors such as classroom attendance, web-based course supplements, and homework. We present results from both ordinary least squares and fixed effects, where the latter method controls for unobserved heterogeneity among students. We discuss biases in estimation when the ordinary least squares method is used, resulting from the fact that it ignores unobserved heterogeneity. The fixed effects results suggest that (1) class attendance has a positive impact on exam score, (2) a student who achieves proficiency in a greater number of Khan Academy skillsets to prepare for an exam takes longer to complete an exam but does not experience a significant change in exam score, (3) a student who spends more time completing the homework spends more time completing the exam but does not experience a significant change in exam score, and (4) students who score relatively higher in homework tend to score relatively higher in exams and finish in less time than other students.

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A Meta-Analysis Examining the Impact of Computer-Assisted Instruction on Postsecondary Statistics Education

Cited by 53 publications

References 49 publications

The Potential Impact of Online/Distance Education for K-12 Special Education Students: A Meta-Analytic Investigation

The Potential Impact of Online/Distance Education for K-12 Special Education Students: A Meta-Analytic Investigation

inVenTs: Improving retention among STEM majors through a living learning community

Innovative Teaching: An Empirical Study of Computer Aided Instruction in Quantitative Business Courses

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