Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies

A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis. The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction. The difference between student outcomes for online and face-to-face classes—measured as the difference between treatment and control means, divided by the pooled standard deviation—was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions. This finding suggests that the positive effects associated with blended learning should not be attributed to the media, per se. An unexpected finding was the small number of rigorous published studies contrasting online and face-to-face learning conditions for K–12 students. In light of this small corpus, caution is required in generalizing to the K–12 population because the results are derived for the most part from studies in other settings (e.g., medical training, higher education)

Examining Collegiality and Social Justice in Academia and the Private Sector: an Exploratory SYMLOG Analysis

This research compares the perceptions of the private sector, high-technology employees to the perceptions of university faculty members regarding organizational culture, social justice and collegiality concepts. The SYMLOG assessment technique was used to record the perceptions of respondents to four different concepts of organizational culture, two different aspects of social justice and two measures of collegiality. Comparative findings of gender differences across the eight concepts raise key organizational culture, legal, measurement, governance, and social policy issues for academia and high tech organizations. The development of a conceptual framework to guide future research and a blueprint to discuss desired organizational change are highlighted

SMEs e-business behaviour: a demographics and strategic analysis

The aim of this research was to understand the strategic uses of e-business systems and technologies by classifying companies and particularly small and medium businesses according to demographics as well as e-business behavior variables.The study was based on data from a large quantitative survey of European E-business W@tch for the period 2007 using questionnaire interviews (N=409). We employed two-step cluster analysis, multinomial logistic regression and stepwise descriminant analysis as the most appropriate methods for our analysis. The findings revealed six clusters associated to e-business adoption. The six groups differ in terms of demographic characteristics as well as e-business applications they use. We found that the following clusters exist: (a) Leaders: large companies that extensively use ebusiness in a strategic manner (b) innovators: use e-business in an way that allows them to innovate and differentiate from other companies (c Beginners: small and medium companies across all sectors that only recently start to use e-business (d) Unready Adopters: micro and small companies that lag behind (e) Late Adopters: small-size companies but larger that the Unready Adopters, that appear not to be interest in the advances of ICTs and (f) Laggards: micro companies with little use of e-business.The results of our survey can positively contribute to managers aiming to take advantage of technological advances in electronic business as well as to any researcher who study e-business management and applications

The evolution of networks of innovators within and across borders: Evidence from patent data

Recent studies on the geography of knowledge networks have documented a negative impact of physical distance and institutional borders upon research and development (R&D) collaborations. Though it is widely recognized that geographic constraints and national borders impede the diffusion of knowledge, less attention has been devoted to the temporal evolution of these constraints. In this study we use data on patents filed with the European Patent Office (EPO) for OECD countries to analyze the impact of physical distance and country borders on inter-regional links in four different networks over the period 1988-2009: (1) co-inventorship, (2) patent citations, (3) inventor mobility and (4) the location of R&D laboratories. We find the constraint imposed by country borders and distance decreased until mid-1990s then started to grow, particularly for distance. We further investigate the role of large innovation "hubs" as attractors of new collaboration opportunities and the impact of region size and locality on the evolution of cross-border patenting activities. The intensity of European cross-country inventor collaborations increased at a higher pace than their non-European counterparts until 2004, with no significant relative progress thereafter. Moreover, when analyzing networks of geographical mobility, multinational R&D activities and patent citations we cannot detect any substantial progress in European research integration above and beyond the common global trend

Child development and the aims of road safety education

Pedestrian accidents are one of the most prominent causes of premature injury, handicap and death in the modern world. In children, the problem is so severe that pedestrian accidents are widely regarded as the most serious of all health risks facing children in developed countries. Not surprisingly, educational measures have long been advocated as a means of teaching children how to cope with traffic and substantial resources have been devoted to their development and provision. Unfortunately, there seems to be a widespread view at the present time that education has not achieved as much as had been hoped and that there may even be quite strict limits to what can be achieved through education. This would, of course, shift the emphasis away from education altogether towards engineering or urban planning measures aimed at creating an intrinsically safer environment in which the need for education might be reduced or even eliminated. However, whilst engineering measures undoubtedly have a major role to play in the effort to reduce accidents, this outlook is both overly optimistic about the benefits of engineering and overly pessimistic about the limitations of education. At the same time, a fresh analysis is clearly required both of the aims and methods of contemporary road safety education. The present report is designed to provide such an analysis and to establish a framework within which further debate and research can take place

Knowledge Transfer in the Mirror: Reflections on the Determinants of Research Groups and Companies Collaborative Patterns within Andalusia's Regional Innovation System

Knowledge transfer is a crucial aspect for the new paradigm of science-industry cooperation. The new role of universities and the relevance of external knowledge to firm's competitiveness brought a huge attention to this process both in analytical and decision-making terms. Commonly, formal mechanisms as intellectual property rights licensing, research contracts and spinning-off are the focus of the policy interventions and studies but the role of informality is being underlined by several recent research results. This article explores the crucial factors that induce science and industry collaborations in Andalusia, a catching-up region in Spanish and European context. The study uses limited dependent and count data regression analysis based in a survey applied in parallel to research groups and firms. The estimated regressions create a mirror image between these two institutional spheres stressing aspects that are more relevant in each reality to stimulate the existence, number, diversity and informality of knowledge transfer. The results give relevant insights for policies to stimulate knowledge transfer in technology moderate intensive South European regions.

The effect of functional roles on group efficiency

The usefulness of ‘roles’ as a pedagogical approach to support small group performance can be often read, however, their effect is rarely empirically assessed. Roles promote cohesion and responsibility and decrease so-called ‘process losses’ caused by coordination demands. In addition, roles can increase awareness of intra-group interaction. In this article, the effect of functional roles on group performance, efficiency and collaboration during computer-supported collaborative learning (CSCL) was investigated with questionnaires and quantitative content analysis of e-mail communication. A comparison of thirty-three questionnaire observations, distributed over ten groups in two research conditions: role (n = 5, N = 14) and non-role (n = 5, N = 19), revealed no main effect for performance (grade). A latent variable was interpreted as ‘perceived group efficiency’ (PGE). Multilevel modelling (MLM) yielded a positive marginal effect of PGE. Groups in the role condition appear to be more aware of their efficiency, compared to groups in the ‘non-role’ condition, regardless whether the group performs well or poor. Content analysis reveals that students in the role condition contribute more ‘task content’ focussed statements. This is, however, not as hypothesised due to the premise that roles decrease coordination and thus increase content focused statements; in fact, roles appear to stimulate coordination and simultaneously the amount of ‘task content’ focussed statements increases

Exploring collaboration patterns among global software development teams.

This study examines communication behaviors in global software student teams. The authors of the paper characterize the types of communication behaviors that occur when student teams are engaged in a software development project. The authors present findings from a one-semester study that examined factors contributing to successful distributed programming interactions among students enrolled at the University of Atilim (Turkey), Universidad Tecnológica de Panamá, University of North Texas, and Middlesex University (UK). Using content and cluster analyses techniques, we identified distinct patterns of collaboration and examined how these patterns were associated with task, culture, GPA, and performance of collaborative teams. Our results suggest that communication patterns among global software learners may be related to task type, culture and GPA. It is hoped that these findings will lead to the development of new strategies for improving communication among global software teams

Solved! Making the case for collaborative problem-solving

This report argues that the ability to solve problems with others is a crucial skill for our young people in the workplace of the future but the current education system does little to support it. Key findings Collaborative problem-solving (CPS) is an increasingly important skill to teach young people in order to prepare them for the future. Despite strong evidence for its impact, CPS is rarely taught in schools but if structured well it can reinforce knowledge and improve attainment. Significant barriers exist for teachers implementing this practice, from behaviour management to curriculum coverage, to task-design. For CPS to gain ground, a concerted shift is needed including teacher training, better resources and system level support. This report is part of Nesta’s ongoing commitment to equipping young people with the skills they need to succeed. It makes a series of recommendations on how organisations and policymakers can help support and embrace the implementation of CPS. Nesta is following this up with a series of small-scale pilots of aligned programmes in order to evaluate impact and explore how CPS can be implemented in a range of practical settings. Policy recommendations Stimulate production of quality collaborative problem-solving (CPS) resources and training, from primary education onwards. Fund existing, aligned programmes to scale and evaluate impact. Educate and involve the out-of-school learning sector and volunteer educators. Develop smarter collaborative problem-solving assessment methods. Help higher education organisations and MOOCs to track what works

The effect of using facebook markup language (fbml) for designing an e-learning model in higher education

This study examines the use of Facebook Markup Language (FBML) to design an e-learning model to facilitate teaching and learning in an academic setting. The qualitative research study presents a case study on how, Facebook is used to support collaborative activities in higher education. We used FBML to design an e-learning model called processes for e-learning resources in the Specialist Learning Resources Diploma (SLRD) program. Two groups drawn from the SLRD program were used; First were the participants in the treatment group and second in the control group. Statistical analysis in the form of a t-test was used to compare the dependent variables between the two groups. The findings show a difference in the mean score between the pre-test and the post-test for the treatment group (achievement, the skill, trends). Our findings suggest that the use of FBML can support collaborative knowledge creation and improved the academic achievement of participatns. The findings are expected to provide insights into promoting the use of Facebook in a learning management system (LMS).Comment: Mohammed Amasha, Salem Alkhalaf, "The Effect of using Facebook Markup Language (FBML) for Designing an E-Learning Model in Higher Education". International Journal of Research in Computer Science, 4 (5): pp. 1-9, January 201