Technology integration in postsecondary education: A summary of findings from a set of related meta-analyses

Although the overall research literature on the application of educational technologies to classroom instruction tends to favor their use over their non-use, these results vary considerably depending on what kind of technology is used, who it is used with and, more importantly, under what circumstances and for what instructional purposes it is used. Relatively recent, but well-developed and powerful methodology of systematic reviews, particularly quantitative syntheses (also known as meta-analyses) is especially suitable for addressing questions of that type by systematically summarizing research evidence in given areas of interest in social sciences.This meta-analysis summarizes data from 674 independent primary studies that compared higher degrees of technology use in the experimental condition with less technology in the control condition, in terms of their effects on student learning outcomes in postsecondary education. The result was an overall average weighted effect size of = 0.27 (k = 879, p \u3c .01), indicating low but significant positive effect of technology integration on learning. The follow-up analyses revealed the influence of educational technology used for cognitive support and blended learning instructional settings designed interaction treatments, and technology integration in teacher training, especially when student-centered pedagogical frameworks are used. These findings are of potentially high interest and applied value for educational practitioners, including teachers and school administrators, as well as for instructional designers and developers of educational software

The subject of behavior and dynamics of its states

Introduction. The concept of a “subject of behavior” (SB) was formulated within the system-evolutionary theory in systemic psychophysiology. It is argued that the development of the concept of SB requires describing other components of this internally consistent theory. Theoretical review. This section reviews the theoretical and empirical grounds used by V.B. Shvyrkov to formulate the original foundations of the concepts of SB and “state of the subject of behavior” (SSB). SB is defined as the whole set of functional systems (elements of subjective experience) comprising memory. SSB is defined as a section of functional systems (part of the whole set) that are formed at different stages of individual development and simultaneously actualized in order to provide the deployment of a certain step of the behavioral continuum. Behavior is considered as the dynamics of SSBs, i.e. the transition from the state corresponding to one behavioral act of the continuum to the state corresponding to the next behavioral act. Results. This section reviews the results of theoretical and empirical development of the concepts of SB and SSB that was aimed to expand their factually supported meaning. This development has been implemented via the research paradigm of system psychophysiology representing a field of multidisciplinary studies focused on the mechanisms of formation and actualisation of experience in human and other animals during individual and collective behavior. I review neurogenetic bases of experience formation; dynamics of the formation of the structure of experience within a strategic game; variability of SSBs during consequent behaviors; the role of learning history during formation of the structure of experience; specific characteristics of various domains of experience; the unified theory of consciousness and emotion along with its implications; dynamics of SSBs underlying regression; properties of various forms of social interaction in individuals with holistic and analytical mentalities; the system mechanisms of moral judgement of actions; and results of mathematical modelling of SB formation. Conclusions. Results of the reviewed studies of SB and SSB demonstrate heuristic value of these concepts and their potential as methodological tools for coordinated development in various fields of psychology and neuroscience

Виды идеалов образа жизни студентов-выпускников

This article is devoted to the empirical studying of kinds of Ideals of a way of life of students-graduates. In the article the theoretical and empirical model of the studying of a way of life of students is presented. The structure of the way of life ideal of students is de­scribed; results of empirical research of the way of life ideals are presented. Seven kinds of ideals of the way of life of students-graduates are distinguished and described. Prospects of the further studying of the way of life ideals of students are outlined.Статья посвящена эмпирическому изучению видов идеалов образа жизни студентов-выпускников. В статье представлена теоретико-эмпирическая модель изучения образа жизни студентов. Описана структура идеала образа жизни студентов, приведены результаты эмпирического исследования идеалов образа жизни. Выделены и описаны 7 видов идеалов образа жизни студентов выпускников. Намечены перспективы дальнейшего изучения идеалов образа жизни студентов