Does Student-Centered Pedagogy Contribute to Effective Educational Technology Use? Insights From a Meta-Analysis

• In Event: Learning in Technology-Based Environments

Abstract

This presentation reports a meta-analysis that investigates how different student-centered pedagogical practices affect the use of educational technology (ET) as reflected in students’ achievement outcomes. Findings, based on 168 independent effect sizes with the weighted average of g+=0.402, indicate that ET does have a moderate effect on learning achievement outcomes and that student-centered qualities of instructional environments, the ET is employed in, tend to strengthen this effect. Four out of 11 tested instructional dimensions showed significant differences in favor of student-centered pedagogy and one, Pacing/ Flexibility, acted in the opposite direction. Learners’ experience within their respective educational settings (K-12/postsecondary) was a positive moderator of the ET effects. Further research is in order to clarify and explain these and related findings.

Authors

• Evgueni Borokhovski, Concordia University

• Rana Tamim

• Robert M. Bernard, Concordia University

• Richard F. Schmid, Concordia University - Montreal

• David Pickup, Concordia University - Montreal