ERIC Number: EJ1034262
Record Type: Journal
Publication Date: 2014-Sep
Abstractor: As Provided
Reference Count: 64
Updated Meta-Analysis of Learner Control within Educational Technology
Karich, Abbey C.; Burns, Matthew K.; Maki, Kathrin E.
Review of Educational Research, v84 n3 p392-410 Sep 2014
Giving a student control over their learning has theoretical and intuitive appeal, but its effects are neither powerful nor consistent in the empirical literature base. This meta-analysis updated previous meta-analytic research by Niemiec, Sikorski, and Walberg by studying the overall effectiveness of providing learner control within educational technology, the characteristics of instruction along the continuum of learner control, and elements of the instructional environments that may play a role in the effectiveness of educational technology. The search terms identified 85 distinct articles, 18 of which met the inclusion criteria (29 effects were computed). The overall effect of including learner control within educational technology was almost zero (g = 0.05), and were also near zero when examining most characteristics of control and classroom contextual factors. Moderate effects were reported for providing learner control within social studies/history courses and for comprehensive technology instructional programs. The effects were larger for behavioral outcomes than academic outcomes, but both were small.
Descriptors: Meta Analysis, Educational Technology, Teaching Methods, Student Participation, Effect Size, Learner Controlled Instruction, Student Characteristics, Environmental Influences, Coding, Time Factors (Learning), Elementary Secondary Education, Postsecondary Education, Higher Education, Adult Education, Educational Environment, Student Behavior, Academic Achievement, Literature Reviews
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Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Elementary Secondary Education; Postsecondary Education; Higher Education; Adult Education; Elementary Education; Secondary Education
Authoring Institution: N/A