RESEARCH ON INTERNET-SUPPORTED LEARNING A Review

Teklu Abate Bekele · Michael Paul Menchaca

52 citations0/0 files storedQuarterly review of distance education

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Online and Blended Learning Educational Technology and E-Learning Technology-Enhanced Education Studies

Abstract

How did the Internet affect learning in higher education? What methodological and theoretical issues characterized research on Internet-Supported Learning (ISL)? What implications existed for future research? A constant comparative, qualitative analysis of 29 studies indicated grade achievement was the prime measure of effectiveness in ISL environments although some additionally assessed student motivation, participation and satisfaction. Some 45% of the studies reported positive results, whereas 55% reported no significant differences. Most studies used quantitative design methodologies. Generally, ISL was found to be more (a) student, group, and/or project-focused and (b) feedback intensive than its classroom counterpart. Other results and implications are discussed.

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2013Handbook of Research on Educational Communications and Technology 1994Beginning Qualitative Research: A Philosophical and Practical Guide 2003E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning 1992Research Methods in Social Relations 2003E-Learning in the 21st Century: A Framework for Research and Practice 1994Media will never influence learning 1995Collaborative Learning Enhances Critical Thinking 1991Learning with Media

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2011Blended learning: Investigating its potential in an English language teacher training program 2010Students’ Feelings of and Desire for Sense of Community in Face-To-Face and Online Courses

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