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Detecting Bias in Meta-Analyses of Distance Education Research: Big Pictures We Can Rely On
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Bernard, Robert M.; Borokhovski, Eugene; Tamim, Rana M. – Distance Education, 2014
This article has two interrelated purposes. The first is to explain how various forms of bias, if introduced during any stage of a meta-analysis, can provide the consumer with a misimpression of the state of a research literature. Five of the most important bias-producing aspects of a meta-analysis are presented and discussed. Second, armed with…
Descriptors: Distance Education, Educational Research, Bias, Meta Analysis
Things I Have Learned about Meta-­Analysis since 1990: Reducing Bias in Search of "The Big Picture"
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Bernard, Robert M. – Canadian Journal of Learning and Technology, 2014
This paper examines sources of potential bias in systematic reviews and meta-analyses which can distort their findings, leading to problems with interpretation and application by practitioners and policymakers. It follows from an article that was published in the "Canadian Journal of Communication" in 1990, "Integrating Research…
Descriptors: Meta Analysis, Statistical Bias, Data Interpretation, Accuracy
Research on Distance Education: In Defense of Field Experiments
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Abrami, Philip C.; Bernard, Robert M. – Distance Education, 2006
This article extends the issues and arguments raised in Bernard, Abrami, Lou, and Borokhovski ("Distance Education", 25(2), 175-198, 2004) regarding the design of quantitative, particularly experimental research in distance education. A single experimental, study from the distance education literature is examined from six different perspectives to…
Descriptors: Educational Research, Distance Education, Experiments, Qualitative Research
Media and Pedagogy in Undergraduate Distance Education: A Theory-Based Meta-Analysis of Empirical Literature
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Lou, Yiping; Bernard, Robert M.; Abrami, Philip C. – Educational Technology Research and Development, 2006
This meta-analysis employs a theoretical framework in quantitatively synthesizing empirical studies that investigate the effects of distance education (DE) versus classroom instruction on undergraduate student achievement. Analyses of 218 findings from 103 studies were conducted according to how media were used to support DE pedagogy. The results…
Descriptors: Distance Education, Undergraduate Study, Meta Analysis, Literature
The Effects of Synchronous and Asynchronous Distance Education: A Meta-Analytical Assessment of Simonson's "Equivalency Theory"
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Bernard, Robert M.; Abrami, Philip C.; Wade, Anne; Borokhovski, Evgueni; Lou, Yiping – Association for Educational Communications and Technology, 2004
Simonson, Schlosser and Hanson (1999) argue that a new theory called "equivalency theory" is needed to account for the unique features of the "teleconferencing" (synchronous) model of DE that is prevalent in many North American universities. Based on a comprehensive meta-analysis of the comparative literature of DE (Bernard,…
Descriptors: Distance Education, Meta Analysis, Academic Achievement, Student Attitudes
How Does Distance Education Compare with Classroom Instruction? A Meta-Analysis of the Empirical Literature
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Bernard, Robert M.; Abrami, Philip C.; Lou, Yiping; Borokhovsk, Evgueni; Wade, Anne; Wozney, Lori; Wallet, Peter Andrew; Fiset, Manon; Huang, Binru – Review of Educational Research, 2004
A meta-analysis of the comparative distance education (DE) literature between 1985 and 2002 was conducted. In total, 232 studies containing 688 independent achievement, attitude, and retention outcomes were analyzed. Overall results indicated effect sizes of essentially zero on all three measures and wide variability. This suggests that many…
Descriptors: Distance Education, Effect Size, Academic Achievement, Meta Analysis