Developments and trends in synthesizing diverse forms of evidence: beyond comparisons between distance education and classroom instruction

Bethel, Edward Clement; Bernard, R

doi:10.1080/01587919.2010.513950

Cited by 26 publications

(23 citation statements)

References 17 publications

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“…Even systematic reviews that examine studies in the qualitative literature (e.g., meta-syntheses) should be scrutinized for potential sources of bias. Attempts to synthesize this literature are relatively new, compared to meta-analysis (Bethel & Bernard, 2010), and so methodologies are not as well developed and there is not as much consensus on the standards for rigor as in the quantitative literature. There is, however, a substantial methodological literature for primary qualitative studies, detailed in many methods books (e.g., Cresswell, 2009), which should have something to contribute to the conduct and evaluation of meta-syntheses.…”

Section: Resultsmentioning

confidence: 99%

Things I Have Learned about Meta-Analysis Since 1990: Reducing Bias in Search of “The Big Picture” / Ce que j’ai appris sur la méta-analyse depuis 1990 : réduire les partis pris en quête d’une vue d’ensemble

Bernard¹

2014

CJLT / RCAT

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This paper examines sources of potential bias in systematic reviews and meta-analyses which can distort their findings, leading to problems with interpretation and application by practitioners and policymakers. It follows from an article that was published in the Canadian Journal of Communication in 1990, “Integrating Research into Instructional Practice: The Use and Abuse of Meta-analysis,” which introduced meta-analysis as a means for estimating population parameters and summarizing quantitative research around instructional research questions. This paper begins by examining two cases where multiple meta-analyses disagree. It then goes on to describe substantive and methodological aspects of meta-analysis where various kinds of bias can influence the outcomes and suggests measures that can be taken to avoid them. The intention is to improve the reliability and accuracy of reviews so that practitioners can trust the results and use them more effectively. Cet article examine les sources des partis pris potentiels dans les synthèses systématiques et les méta-analyses qui peuvent déformer les conclusions, ce qui peut causer des problèmes d’interprétation et d’application par les praticiens et les responsables des politiques. Il fait suite à un article publié dans le Canadian Journal of Communication en 1990, intitulé « Integrating Research into Instructional Practice: The Use and Abuse of Meta-analysis », qui présentait la méta-analyse comme moyen d’estimer les paramètres relatifs à la population et de résumer la recherche quantitative sur les questions de recherche pédagogique. L’article commence avec l’examen de deux cas dans lesquels de nombreuses méta-analyses sont en désaccord. Il décrit ensuite les aspects substantifs et méthodologiques des méta-analyses dans lesquels divers types de partis pris peuvent influencer les résultats et suggère des mesures qui peuvent être adoptées pour éviter ces partis pris. L’intention est d’améliorer la fiabilité et l’exactitude des synthèses afin que les praticiens puissent compter sur les résultats et les utiliser plus efficacement.

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Section: Resultsmentioning

confidence: 99%

Things I Have Learned about Meta-Analysis Since 1990: Reducing Bias in Search of “The Big Picture” / Ce que j’ai appris sur la méta-analyse depuis 1990 : réduire les partis pris en quête d’une vue d’ensemble

Bernard¹

2014

CJLT / RCAT

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“…The popularity of online courses in the past decade and the emergence of universities and schools that offer entire degrees online have motivated a stream of academic research in this area. Researchers studied many aspects of online education including, but not limited to: effectiveness of online education (Nguyen, 2015), comparisons between the outcomes of online education and traditional education (Bethel & Bernard, 2010), and learner's perceptions of online delivery methods (Smart & Cappel, 2006).…”

Section: Introductionmentioning

confidence: 99%

The Global Conference on Education and Research: Volume 1

James¹,

Çobanoğlu²

2017

The Global Conference on Education and Research

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We would like to thank University of South Florida Sarasota-Manatee for sponsoring GLOCER. Without their support, this conference would have not been possible. We would like to thank Presenting Sponsors: Bradenton Area Visitors and Conventions Bureau and IMG Golf Club. We also would like to take this opportunity to thank all of the academic and corporate sponsors for making this Conference possible.

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“…Research into institutional learning technologies tends to reflect this top‐down perspective as ‘impact’ or ‘effects’ studies (Conole et al . 2007; Bethel & Bernard 2010). An e‐learning area such as distance learning research, for instance, is dominated by quantitative measures and experimental designs (Zawacki‐Richter et al .…”

Section: Introductionmentioning

confidence: 99%

Incommensurate practices: sociomaterial entanglements of learning technology implementation

Hannon

2012

Computer Assisted Learning

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The framing of ‘implementation’ of learning technologies in universities can have profound effects on approaches to teaching and learning that may be insufficiently acknowledged by practitioners. This paper investigates a case that demonstrated the formation of strong connections between technology and pedagogy, in which a learning content management system called for a series of accommodations between technology work and academic work. The site for this study was the meso‐level in the university: those practitioners working in‐between academics and institutional learning technologies, and draws on the accounts of practice by learning technologists during this implementation. The discussion of practice that emerges from these accounts draws on sociomaterial perspectives to draw attention to the contingencies of particular connections during the implementation process. This study does not assume that the work of implementation follows naturally from plans and intentions of human actors, rather it investigates actual arrangements and the entangled practices that bring significant unintended consequences. The findings suggest the need to attend to the potential for conflicting practices when system technologies become a key component of e‐learning, and I argue for implementation to be scoped early to encompass pedagogical goals, and for interventions by learning technologists and teaching academics over all the social, material, and discursive factors that are critical to e‐learning practice.

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Developments and trends in synthesizing diverse forms of evidence: beyond comparisons between distance education and classroom instruction

Cited by 26 publications

References 17 publications

Things I Have Learned about Meta-Analysis Since 1990: Reducing Bias in Search of “The Big Picture” / Ce que j’ai appris sur la méta-analyse depuis 1990 : réduire les partis pris en quête d’une vue d’ensemble

Things I Have Learned about Meta-Analysis Since 1990: Reducing Bias in Search of “The Big Picture” / Ce que j’ai appris sur la méta-analyse depuis 1990 : réduire les partis pris en quête d’une vue d’ensemble

The Global Conference on Education and Research: Volume 1

Incommensurate practices: sociomaterial entanglements of learning technology implementation

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