e-progress- better technology, but what about the learning?
We saw on the e-learning introduction page that meta-analyses on computer assisted instruction
produced an effect size of just d=0.37, and web based learning yielded a measly d=0.18.
Surely these low impact scores just reflect many older studies when
technology was limited- and more recent studies with contemporary IT
resources, both in terms of hardware and software, would show much
Well, I would have thought so too, but, err... no.
That’s not what the evidence says.
Computer-assisted instruction over time
Hattie provides us with a remarkable conclusion: Despite improvements in technology, no improvement
in the effectiveness of learning over time are found when meta-studies of computer-based instruction
are examined from 1970’s – 2006. (5,000 different studies on 4 million students):
Maybe there’s been an improvement since?
We all know that computers and the internet have progressed enormously in the last 5 years.
Surely their impact on learning has too?
A 2010 US study looked at more recent data, “The meta-analyses did not find differences in average
effect size between studies published before 2004 (which might have used less sophisticated Web-
based technologies than those available since) and studies published from 2004 onwards (possibly
reflecting the more sophisticated graphics and animations or more complex instructional designs
There you have it then: We have an ever-improving e-platform for educating learners, but no evidence
of us doing a better job in terms of enhancing achievement using computer-based learning in the last
Surely the answer is in defining (and evidencing) an effective e-pedagogy for using all of these great
Use the word pedagogy in conversation?
If so, click here
So... examine the evidence
So... adopt evidence-based methods
So... enhance learning