Publications

As the empirical literature in educational technology continues to grow, meta-analyses are increasingly being used to synthesise research to inform practice. However, not all meta-analyses are equal. To examine their evolution over the past 30 years, this study systematically analysed the quality of 52 meta-analyses (1988–2017) on educational technology. Methodological and reporting quality is defined here as the completeness of the descriptive and methodological reporting features of meta-analyses. The study employed the Meta-Analysis Methodological Reporting Quality Guide (MMRQG), an instrument designed to assess 22 areas of reporting quality in meta-analyses. Overall, MMRQG scores were negatively related to average effect size (i.e., the higher the quality, the lower the effect size). Owing to the presence of poor-quality syntheses, the contribution of educational technologies to learning has been overestimated, potentially misleading researchers and practitioners. Nine MMRQG items discriminated between higher and lower average effect sizes. A publication date analysis revealed that older reviews (1988–2009) scored significantly lower on the MMRQG than more recent reviews (2010–2017). Although the increase in quality bodes well for the educational technology literature, many recent meta-analyses still show only moderate levels of quality. Identifying and using only best evidence-based research is thus imperative to avoid bias.

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This paper proposes a conceptual framework for online teaching and learning during a global crisis, such as the health crisis created by the COVID-19 Pandemic in the year 2020. The paper argues that adopting a combinatorial, ecological approach including five types of affordances, i.e. cultural, social, technological, cognitive and affective affordances can be instrumental in improving the process of teaching and learning in an online learning environment. The authors believe that through proper training, teachers can become more heedful of and knowledgeable about the five types of affordances that the online ecology of learning and teaching offers and can exploit them to deliver better lessons and develop and conduct more practical assessments. It is likewise suggested that students can enjoy better learning experiences, if through proper orientation and preparation, they gain the requisite knowledge about, and master the relevant skills in, identifying and using the relevant affordances in the online learning ecology. In addition, it is proposed that course-related surveys conducted throughout and at the end of each course can provide significant insights as to the availability and applicability of the affordances provided in the online learning environments. Finally, due to the distinctively complex nature of the online ecology of learning and teaching, the authors consider it of paramount importance to provide ongoing advising services for teachers and students alike in the five areas of affordances discussed in this paper.

Research examining the effectiveness of technology-supported interventions on health-related knowledge acquisition and behavior modification among school children is scant. This meta-analysis reviewed the impact on knowledge acquisition, development of favorable attitudes towards healthy lifestyles, and the adoption of healthy practices among school students exposed to interactive educational technologies as compared to those exposed to technology-free classroom-based health education. Of 236 pertinent articles identified through systematic literature searches, 25 primary empirical studies met the inclusion criteria; half of these were published in and after 2015. Meta-analysis showed strong evidence of the beneficial effects of integrating educational technology into instructional practices, significantly improving the health-related knowledge of school students (g+ = 0.50, p < .01). Smaller, yet statistically significant effects were found on the development of positive attitude towards healthy lifestyles and the adoption of healthy behaviors. Despite some limitations, the study consistently indicates that school-based technology-supported interventions can improve outcomes pertinent to healthy lifestyles, including knowledge, attitudes, behaviors and practices of learners. Raising awareness and adopting healthy practices are necessary as early measures of success in preventing childhood among school students.