AB+-+Abrami+et+al.+(2010)


 * **Reference: ** || Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. (2010, July). //Interaction in distance education and online learning: Using evidence and theory to improve practice. The Evolution from Distance Education to Distributed Learning.// Symposium conducted at Memorial Union Biddle Hotel, Bloomington, IN. doi:10.1007/s12528-011-9043-x ||
 * **Author's: ** || Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. ||
 * **Title:** || Interaction in distance education and online learning: Using evidence and theory to improve practice. The Evolution from Distance Education to Distributed Learning. ||
 * **Year:** || 2010 ||
 * **Journal: ** ||  ||
 * **Retrieval Information**: || http://dx.doi.org/10.1007/s12528-011-9043-x ||
 * **Bibliography**: ||  ||
 * In a continuation of a meta-analysis of distance and online education, the authors explored “ interactions: among students, between the instructor and students, and between students and course content ” ( p. 2 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), discussed methodological issues with existing learning research, and suggest methods for improving online instruction. Interaction is widely accepted as important in online learning and in the meta-analysis the authors “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">found the overall positive weighted average effect size of 0.38 for achievement outcomes favoring more interactive treatments over less interactive ones <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 7 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) supporting the three types of interaction. Student to student average effect size was positive and significant at 0.49. Student to content average effect size was positive and significant at 0.46. Student to instructor average effect size was positive and significant at 0.32. Instead of comparing online learning with traditional instruction the authors indicate that new research needs to focus on pitting “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">different but compatible types of distance education technologies <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 5 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) against each other to determine if “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">larger and more consistently positive effects <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 9 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) are possible. Four suggestions for future research and development of knowledge tools were included to identify and enhance the ability for course designers to “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">facilitate more purposeful interaction <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 29 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). This article has a wealth of knowledge in regard to my dissertation regarding history, theory, past journal articles on interactivity, principles of interactivity and collaborative group work, as well as suggestions for research and development. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Retrieval Information**: || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://dx.doi.org/10.1007/s12528-011-9043-x ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Bibliography**: ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">In a continuation of a meta-analysis of distance and online education, the authors explored “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">interactions: among students, between the instructor and students, and between students and course content <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 2 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), discussed methodological issues with existing learning research, and suggest methods for improving online instruction. Interaction is widely accepted as important in online learning and in the meta-analysis the authors “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">found the overall positive weighted average effect size of 0.38 for achievement outcomes favoring more interactive treatments over less interactive ones <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 7 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) supporting the three types of interaction. Student to student average effect size was positive and significant at 0.49. Student to content average effect size was positive and significant at 0.46. Student to instructor average effect size was positive and significant at 0.32. Instead of comparing online learning with traditional instruction the authors indicate that new research needs to focus on pitting “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">different but compatible types of distance education technologies <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 5 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) against each other to determine if “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">larger and more consistently positive effects <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 9 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) are possible. Four suggestions for future research and development of knowledge tools were included to identify and enhance the ability for course designers to “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">facilitate more purposeful interaction <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 29 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). This article has a wealth of knowledge in regard to my dissertation regarding history, theory, past journal articles on interactivity, principles of interactivity and collaborative group work, as well as suggestions for research and development. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||