重溯技术与学习关系之争:整合元分析的发现
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摘要
有关技术与学习关系的争论贯穿教育技术发展的始终。首先,文章在回溯"学媒之争"的主要观点与证据来源的基础上,通过辨析"学媒无关论"的历史局限性和认知局限性,形成了技术的使用可以影响学习的基本价值判断。在此基础上,研究旨在探究技术的使用在多大程度上影响了学习。其次,文章阐述了元分析的概念、内涵与优势,以及再分析在教育研究领域特别是教育技术领域中的应用现状,确定了研究对已经发表的元分析进行系统化文献综述。然后,经过文献检索与筛选、文献编码及效应量提取,共获得112项发表在SSCI期刊上的元分析,提取效应量162个。数据分析发现,几乎所有技术的使用都起到了作用;技术对学业成就影响的平均效应量为0.40;相比较不使用技术或使用其他传统教学方式,技术的使用可以帮助学习者提高学业成就15.5个百分点。研究表明,技术已经成为影响学习的"显著"因素。
For over decades there has been an ongoing debate on the relationship between technology and learning. Initially, through reviewing the main ideas and evidence of "the debate between learning and media", this paper analyzes the historical and cognitive limitations of the idea that "media has nothing to do with learning", and forms the basic value judgment that the use of technology could affect learning.From this, the current research aims to explore the extent to which the use of technology affects learning.And then, this paper expounds the conceptual connotation and advantages of meta-analysis, and the application status of re-analysis in the field of educational research, especially in the field of educational technology, and determines the systematic literature review of the published meta-analysis. Then, after literature retrieval and screening, literature coding and effect quantity extraction, a total of 112 meta-analyses published in SSCI journals are obtained, and 162 effect quantities are extracted. It is found that almost all technologies have positive effects on learning. The average effect of technology on academic achievement is 0.40. Compared with no use of technology or other traditional teaching methods, the use of technology can help learners improve their academic achievements by 15.5%, which is indicated that technology has become a "significant" factor in learning.
For over decades there has been an ongoing debate on the relationship between technology and learning. Initially, through reviewing the main ideas and evidence of "the debate between learning and media", this paper analyzes the historical and cognitive limitations of the idea that "media has nothing to do with learning", and forms the basic value judgment that the use of technology could affect learning.From this, the current research aims to explore the extent to which the use of technology affects learning.And then, this paper expounds the conceptual connotation and advantages of meta-analysis, and the application status of re-analysis in the field of educational research, especially in the field of educational technology, and determines the systematic literature review of the published meta-analysis. Then, after literature retrieval and screening, literature coding and effect quantity extraction, a total of 112 meta-analyses published in SSCI journals are obtained, and 162 effect quantities are extracted. It is found that almost all technologies have positive effects on learning. The average effect of technology on academic achievement is 0.40. Compared with no use of technology or other traditional teaching methods, the use of technology can help learners improve their academic achievements by 15.5%, which is indicated that technology has become a "significant" factor in learning.
引文
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[30]程薇,凡正成,陈桄,等.新兴技术应用于教学的挑战思考:我们很少正视我们失败的地方——访国际资深教育技术学学者迈克尔·斯佩克特教授[J].现代远程教育研究,2015(6):1-10.
[31]仲晓波.零假设检验和元分析之间的逻辑连贯性[J].心理科学,2010(6):1477-1480.
[32]王沛,冯丽娟.元分析方法评介[J].西北师大学报(社会科学版),2005(5):65-69.
[2]ZHAO Y, ZHANG G,LEI J, et al. Never send a human to do a machine′s job:correcting the top 5 EdTech mistakes[M]. Thousand Oaks,California:Corwin,2015.
[3]TAMIM R M, BERNARD R M, BOROKHOVSKI E, et al. What forty years of research says about the impact of technology on learning:a second-order meta-analysis and validation study[J]. Review of educational research,2011,81(1):4-28.
[4]CLARK R E. Reconsidering research on learning from media[J]. Review of educational research,1983,53(4):445-59.
[5]KOZMA R B. Learning with media[J]. Review of educational research,1991,61(2):179-211.
[6]KULIK C-L C,KULIK J A,COHEN P A.Instructional technology and college teaching[J].Teaching of psychology,1980,7(4):199-205.
[7]KULIK J A,BANGERT R L,WILLIAMS G W. Effects of computer-based teaching on secondary school students[J]. Journal of educational psychology,1983,75(1):19-26.
[8]KULIK J A, KULIK C-L C, COHEN P A. Research on audio-tutorial instruction:a meta-analysis of comparative studies[J]. Research in higher education,1979,11(4):321-341.
[9]COOPER H, HEDGES L V, VALENTINE J C. The handbook of research synthesis and meta-analysis[M].2nd ed. New York:Russell Sage Foundation,2009.
[10]GLASS G V. Primary, secondary, and meta-analysis of research[J]. Educational researcher,1976,5(10):3-8.
[11]HEDGES L V, OLKIN I. Statistical methods for meta-analysis[M]. Orlando:Academic Press,1985.
[12]National Research Council. Scientific research in education[M]. Washington,D.C.:National Academies Press,2002.
[13]SPECTOR J, JOHNSON T, YOUNG P. An editorial on replication studies and scaling up efforts[J]. Educational technology research and development,2015,1(63):1-4.
[14]MAYER R E. Multimedia learning[M]. 2nd ed.Senta Barbara:Cambridge University Press,2009.
[15]郑昊敏,温忠麟,吴艳.心理学常用效应量的选用与分析[J].心理科学进展,2011(12):1868-1878.
[16]COHEN J. Statistical power analysis for the behavioral sciences[M]. New York:Routledge, 1988.
[17]BECKER L A, OXMAN A D. Overviews of reviews[G]//Cochrane handbook for systematic reviews of interventions. Chichester,England:John Wiley&Sons,Ltd,2008:607-630.
[18]POLANIN J R, MAYNARD B R, DELL N A. Overviews in education research:a systematic review and analysis[J]. Review of educational research,2017,87(1):172-203.
[19]HATTIE J. Visible Learning:a synthesis of over 800 meta-analyses relating to achievement[M]. New York:Routledge,2008.
[20]HATTIE J. Visible learning for teachers:maximizing impact on learning[M]. New York:Routledge,2012.
[21]HATTIE J.The applicability of visible learning to higher education[J].Scholarship of teaching and learning in psychology,2015,1(1):79-91.
[22]SCHNEIDER M, PRECKEL F. Variables associated with achievement in higher education:a systematic review of meta-analyses[J].Psychological bulletin,2017,143(6):565-600.
[23]KULIK J A.Meta-analytic studies of findings on computer-based instruction[G]//Technology assessment in education and training.Hillsdale,N.J:Routledge,1994:272.
[24]BERNARD R M, BOROKHOVSKI E, SCHMID R F, et al. An exploration of bias in meta-analysis:the case of technology integration research in higher education[J]. Journal of computing in higher education,2014,26(3):183-209.
[25]FELIX U. What do meta-analyses tell us about CALL effectiveness?[J]. ReCALL,2005,17(2):269-288.
[26]PLONSKY L,ZIEGLER N.The CALL-SLA interface:insights from a second-order synthesis[J].Language learning&technology,2016,20(2):17-37.
[27]YOUNG J.Technology-enhanced mathematics instruction:a second-order meta-analysis of 30 years of research[J].Educational research review,2017,22(supplement C):19-33.
[28]ROSS S M, MORRISON G R, LOWTHER D L. Educational technology research past and present:balancing rigor and relevance to impact school learning[J]. Contemporary educational technology,2010,1(1):17-35.
[29]郭文革.教育的“技术”发展史[J].北京大学教育评论,2011(3):137-157,192.
[30]程薇,凡正成,陈桄,等.新兴技术应用于教学的挑战思考:我们很少正视我们失败的地方——访国际资深教育技术学学者迈克尔·斯佩克特教授[J].现代远程教育研究,2015(6):1-10.
[31]仲晓波.零假设检验和元分析之间的逻辑连贯性[J].心理科学,2010(6):1477-1480.
[32]王沛,冯丽娟.元分析方法评介[J].西北师大学报(社会科学版),2005(5):65-69.