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Dale S. Niederhauser - One of the best experts on this subject based on the ideXlab platform.
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Using cluster analysis for data mining in Educational Technology research
Educational Technology Research and Development, 2012Co-Authors: Pavlo D. Antonenko, Serkan Toy, Dale S. NiederhauserAbstract:Cluster analysis is a group of statistical methods that has great potential for analyzing the vast amounts of web server-log data to understand student learning from hyperlinked information resources. In this methodological paper we provide an introduction to cluster analysis for Educational Technology researchers and illustrate its use through two examples of mining click-stream server-log data that reflects student use of online learning environments. Cluster analysis can be used to help researchers develop profiles that are grounded in learner activity-like sequence for accessing tasks and information, or time spent engaged in a given activity or examining resources-during a learning session. The examples in this paper illustrate the use of a hierarchical clustering method (Ward's clustering) and a non-hierarchical clustering method (-Means clustering) to analyze characteristics of learning behavior while learners engage in a problem-solving activity in an online learning environment. A discussion of advantages and limitations of using cluster analysis as a data mining technique in Educational Technology research concludes the article.
Robert E Slavin - One of the best experts on this subject based on the ideXlab platform.
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effects of Educational Technology applications on reading outcomes for struggling readers a best evidence synthesis
Reading Research Quarterly, 2013Co-Authors: Alan C K Cheung, Robert E SlavinAbstract:This review examines the effectiveness of Educational Technology applications in improving the reading achievement of struggling readers in elementary schools. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 20 studies based on about 7,000 students in grades 1–6 were included in the final analysis. Findings indicate that Educational Technology applications produced a positive but small effect on the reading skills of struggling readers (ES = .14) in comparison with “business as usual” methods. Among four types of Educational Technology applications, small-group integrated applications such as Read, Write & Type and the Lindamood Phoneme Sequence Program produced the largest effect sizes (ES = .32). These are tutorial Educational Technology applications that use small-group interaction tightly integrated with reading curriculum. Supplementary models, such as Jostens and Lexia, had a larger number of studies (N = 12) and a more modest effect size (ES = .18). Comprehensive models, such as READ 180 and ReadAbout (ES = .04) and Fast ForWord (ES = .06), did not produce meaningful positive effect sizes. However, the results of these two categories of programs should be interpreted with extreme caution due to the small number of studies involved. More studies are required to validate the effectiveness of all Technology applications. Policy implications are discussed.
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the effectiveness of Educational Technology applications for enhancing mathematics achievement in k 12 classrooms a meta analysis
Educational Research Review, 2013Co-Authors: Alan C K Cheung, Robert E SlavinAbstract:Abstract The present review examines research on the effects of Educational Technology applications on mathematics achievement in K-12 classrooms. Unlike previous reviews, this review applies consistent inclusion standards to focus on studies that met high methodological standards. In addition, methodological and substantive features of the studies are investigated to examine the relationship between Educational Technology applications and study features. A total of 74 qualified studies were included in our final analysis with a total sample size of 56,886 K-12 students: 45 elementary studies ( N = 31,555) and 29 secondary studies ( N = 25,331). Consistent with the more recent reviews, the findings suggest that Educational Technology applications generally produced a positive, though modest, effect (ES = +0.15) in comparison to traditional methods. However, the effects may vary by Educational Technology type. Among the three types of Educational Technology applications, supplemental CAI had the largest effect with an effect size of +0.18. The other two interventions, computer-management learning and comprehensive programs, had a much smaller effect size, +0.08 and +0.07, respectively. Differential impacts by various study and methodological features are also discussed.
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how features of Educational Technology applications affect student reading outcomes a meta analysis
Educational Research Review, 2012Co-Authors: Alan C K Cheung, Robert E SlavinAbstract:Abstract The purpose of this review is to learn from rigorous evaluations of alternative Technology applications how features of using Technology programs and characteristics of their evaluations affect reading outcomes for students in grades K-12. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 84 qualifying studies based on over 60,000 K-12 participants were included in the final analysis. Consistent with previous reviews of similar focus, the findings suggest that Educational Technology applications generally produced a positive, though small, effect (ES = +0.16) in comparison to traditional methods. There were differential impacts of various types of Educational Technology applications. In particular, the types of supplementary computer-assisted instruction programs that have dominated the classroom use of Educational Technology in the past few decades were not found to produce Educationally meaningful effects in reading for K-12 students (ES = +0.11), and the higher the methodological quality of the studies, the lower the effect size. In contrast, innovative Technology applications and integrated literacy interventions with the support of extensive professional development showed more promising evidence. Although many more rigorous, especially randomized, studies of newer applications are needed, what unifies the methods found in this review to have great promise is the use of technologies in close connection with teachers’ efforts.
Yuksel Goktas - One of the best experts on this subject based on the ideXlab platform.
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Educational Technology research trends from 2002 to 2014
Scientometrics, 2015Co-Authors: Ozlem Baydas, Sevda Kucuk, Melike Aydemir, Rabia Meryem Yilmaz, Yuksel GoktasAbstract:This study examined subject and research method trends in Educational Technology field from 2002 to 2014. Content analysis was applied in order to analyze 1255 articles published in BJET and ETR&D journals using the Educational Technology Papers Classification Form. According to the results, learning approaches/theories and learning environments were the subject most preferred by researchers. The most commonly used research methods were quantitative, qualitative, other (review or meta-analysis), and mixed method, in that order. Researchers tended to use questionnaires, documents, and interviews as data collection tools. The most commonly preferred sample type was the purposive sample, and undergraduate students were the most commonly chosen sample group, with the most common sample size being groups of 31---100. Frequencies, percentages, and tables were the most common presentation format for data in quantitative studies, while qualitative studies most often employed content analysis.
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Educational Technology research trends in turkey from 1990 to 2011
Computers in Education, 2013Co-Authors: Sevda Kucuk, Melike Aydemir, Gurkan Yildirim, Omer Arpacik, Yuksel GoktasAbstract:The purpose of this study is to examine the characteristics, methodologies, and general trends in Educational Technology articles, written by authors from Turkey, published in journals listed in the SSCI, SCI, and ERIC indexes from 1990 to 2011. A total of 1151 (SSCI:813, SCI:38, ERIC:300) articles published in 94 journals were examined via content analysis, using the 'Educational Technology Papers Classification Form' (ETPCF). The results show that the number of published Educational Technology studies dramatically increased in the years 2002 and 2007. ''Educational environments and Technology'', ''distance education'' and ''multimedia'' were the predominant subjects of the articles, though there were variations in terms of research topics and methodologies. Regarding research methodologies, quantitative studies were the most common type. Questionnaires and interviews were most commonly used as data collection tools, and the convenience sampling method was also widely used. The frequently studied sample participants were preservice teachers and other undergraduate students. In the present study, cross tabulation is used to present the findings.
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Educational Technology research trends in turkey a content analysis of the 2000 2009 decade
Kuram Ve Uygulamada Egitim Bilimleri, 2012Co-Authors: Yuksel Goktas, Sevda Kucuk, Melike Aydemir, Gurkan Yildirim, Omer Arpacik, Esra Telli, Ilknur ReisogluAbstract:Abstract The purpose of this study is to examine Turkish Educational Technology studies in the academic literature within the scope of SSCI, and to reveal methodological trends within these studies. For this purpose, 460 Turkeyaddressed articles, published between the years of 2000-2009 in 32 international journals, within the scope of 2010 SSCI were collected as data through ETPCF. The data were examined via content analysis and presented using descriptive statistical methods. According to the results, "Educational environments" and "Technology" were the topics mostly focused on in the articles. Regarding the research methods, quantitative analysis was generally used in these studies. Questionnaires were used as a data collection tool, and convenience sampling methods were also used widely. Descriptive analyses were mainly preferred as a data analysis method. The results coming out of this study will be helpful for directing the future studies. Key Words Educational Technology, Instructional Technology, Research Trends, Publication Classification. Educational technologies, which emerge as innovative solutions to the question, "How can I learn more effectively?" change as a result of external factors on a day to day basis. Researchers have conducted numerous studies on the effects of these changes for students, teachers, learning environments and learning processes. Their researches take a variety of studies, depending on the narrower focus within the field of education. But in order to direct future research, determining the kinds of studies, which are still needed, is also important. Therefore, this study will review recent Turkey-addressed Educational technologies articles, which were published in international journals, to take note of both their topics of research and to find out the potential topics that need further studies. Trends of Educational Technology have drawn the attention of many researchers from around the world (Caffarella, 1999; Costa, 2007; Hew, Kale, & Kim, 2007; Hranstinski & Keller, 2007; Klein, 1997; Latchem, 2006; Ma, 2000; Masood, 2004; Mihalca & Miclea, 2007; Ross, Morrison, & Lowther, 2010). The researchers themselves typically determine which topics to focus on, which research methods are best suited to their topics, which data to collect, how to select samples, and how to perform statistical analyses. All current tendencies in the field are a result of the precedents and trends that earlier researchers set as they worked out these elements in their studies. Some researchers examined a considerable number of the trends in the field of Educational technologies. For instance, focus on journals of Klein (1997), Masood (2004), Hew et al., (2007), Ross et al., (2010) Educational Technology Research and Development (ETRD Hranstinski and Keller (2007) Computers & Education, Educational Media International, Journal of Educational Computing Research and Journal of Educational Media; Latchem (2006) British Journal of Educational Technology (BJET) were examined. As a result of the conducted analysis, it was found out that most of studies in Educational Technology are concentrated on media research, computer based and computer aided instruction, learning psychology, distribution systems, instructional development, instructional methods, and instructional design. Once experimental methods were often employed, but recently, qualitative methods have been increasingly used. The contributing authors of ETRD Costa, 2007; Ma, 2000). Computer-based and computer-aided instruction topics are generally the focus of these, and quantitative research methods are employed in most of these studies. But recently, qualitative studies have been increasing while experimental studies have been considered important. …
Pavlo D. Antonenko - One of the best experts on this subject based on the ideXlab platform.
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trends in the crowdfunding of Educational Technology startups
Techtrends, 2014Co-Authors: Pavlo D. Antonenko, A J KleinhekselAbstract:This article presents an analysis of active crowdfunding campaigns posted on ten crowdfunding platforms in May 2013 to provide a glimpse of the recent trends in the crowdfunding of Educational Technology startups. We describe the characteristics of the most successful crowdfunding campaigns in Educational Technology and identify the most popular crowdfunding platforms. This research provides important implications for Educational Technology entrepreneurs. Top performing Educational Technology fund raisers tend to a) request a modest but reasonable amount for each phase of the project, b) focus on the informal, out-of-school, rather than formal contexts of learning, c) attract supporters with a tiered system of rewards, and d) communicate with supporters and inform the public of the status of the project through periodic updates and progress reports. Directions for future research include conducting an in-depth content analysis of archived data and exploring the perspectives of successful Educational Technology entrepreneurs using qualitative interviews.
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Using cluster analysis for data mining in Educational Technology research
Educational Technology Research and Development, 2012Co-Authors: Pavlo D. Antonenko, Serkan Toy, Dale S. NiederhauserAbstract:Cluster analysis is a group of statistical methods that has great potential for analyzing the vast amounts of web server-log data to understand student learning from hyperlinked information resources. In this methodological paper we provide an introduction to cluster analysis for Educational Technology researchers and illustrate its use through two examples of mining click-stream server-log data that reflects student use of online learning environments. Cluster analysis can be used to help researchers develop profiles that are grounded in learner activity-like sequence for accessing tasks and information, or time spent engaged in a given activity or examining resources-during a learning session. The examples in this paper illustrate the use of a hierarchical clustering method (Ward's clustering) and a non-hierarchical clustering method (-Means clustering) to analyze characteristics of learning behavior while learners engage in a problem-solving activity in an online learning environment. A discussion of advantages and limitations of using cluster analysis as a data mining technique in Educational Technology research concludes the article.
Alan C K Cheung - One of the best experts on this subject based on the ideXlab platform.
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effects of Educational Technology applications on reading outcomes for struggling readers a best evidence synthesis
Reading Research Quarterly, 2013Co-Authors: Alan C K Cheung, Robert E SlavinAbstract:This review examines the effectiveness of Educational Technology applications in improving the reading achievement of struggling readers in elementary schools. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 20 studies based on about 7,000 students in grades 1–6 were included in the final analysis. Findings indicate that Educational Technology applications produced a positive but small effect on the reading skills of struggling readers (ES = .14) in comparison with “business as usual” methods. Among four types of Educational Technology applications, small-group integrated applications such as Read, Write & Type and the Lindamood Phoneme Sequence Program produced the largest effect sizes (ES = .32). These are tutorial Educational Technology applications that use small-group interaction tightly integrated with reading curriculum. Supplementary models, such as Jostens and Lexia, had a larger number of studies (N = 12) and a more modest effect size (ES = .18). Comprehensive models, such as READ 180 and ReadAbout (ES = .04) and Fast ForWord (ES = .06), did not produce meaningful positive effect sizes. However, the results of these two categories of programs should be interpreted with extreme caution due to the small number of studies involved. More studies are required to validate the effectiveness of all Technology applications. Policy implications are discussed.
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the effectiveness of Educational Technology applications for enhancing mathematics achievement in k 12 classrooms a meta analysis
Educational Research Review, 2013Co-Authors: Alan C K Cheung, Robert E SlavinAbstract:Abstract The present review examines research on the effects of Educational Technology applications on mathematics achievement in K-12 classrooms. Unlike previous reviews, this review applies consistent inclusion standards to focus on studies that met high methodological standards. In addition, methodological and substantive features of the studies are investigated to examine the relationship between Educational Technology applications and study features. A total of 74 qualified studies were included in our final analysis with a total sample size of 56,886 K-12 students: 45 elementary studies ( N = 31,555) and 29 secondary studies ( N = 25,331). Consistent with the more recent reviews, the findings suggest that Educational Technology applications generally produced a positive, though modest, effect (ES = +0.15) in comparison to traditional methods. However, the effects may vary by Educational Technology type. Among the three types of Educational Technology applications, supplemental CAI had the largest effect with an effect size of +0.18. The other two interventions, computer-management learning and comprehensive programs, had a much smaller effect size, +0.08 and +0.07, respectively. Differential impacts by various study and methodological features are also discussed.
-
how features of Educational Technology applications affect student reading outcomes a meta analysis
Educational Research Review, 2012Co-Authors: Alan C K Cheung, Robert E SlavinAbstract:Abstract The purpose of this review is to learn from rigorous evaluations of alternative Technology applications how features of using Technology programs and characteristics of their evaluations affect reading outcomes for students in grades K-12. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 84 qualifying studies based on over 60,000 K-12 participants were included in the final analysis. Consistent with previous reviews of similar focus, the findings suggest that Educational Technology applications generally produced a positive, though small, effect (ES = +0.16) in comparison to traditional methods. There were differential impacts of various types of Educational Technology applications. In particular, the types of supplementary computer-assisted instruction programs that have dominated the classroom use of Educational Technology in the past few decades were not found to produce Educationally meaningful effects in reading for K-12 students (ES = +0.11), and the higher the methodological quality of the studies, the lower the effect size. In contrast, innovative Technology applications and integrated literacy interventions with the support of extensive professional development showed more promising evidence. Although many more rigorous, especially randomized, studies of newer applications are needed, what unifies the methods found in this review to have great promise is the use of technologies in close connection with teachers’ efforts.