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…

Critical thinking (CT) is purposeful, self-regulatory judgment that results in interpretation, analysis, evaluation, and inference, as well as explanations of the considerations on which that judgment is based. This article summarizes the available empirical evidence on the impact of instruction on the development and enhancement of critical…

This article reports on the results of a representative sample meta-analysis that explored the effects of interactive versus didactic pedagogy using computer-assisted instruction on measures of academic achievement. A systematic literature search revealed 40 studies, from which 55 effect sizes were extracted. The random effects model of analysis…

This research study employs a second-order meta-analysis procedure to summarize 40 years of research activity addressing the question, does computer technology use affect student achievement in formal face-to-face classrooms as compared to classrooms that do not use technology? A study-level meta-analytic validation was also conducted for purposes…

This article extends the issues and arguments raised in Bernard, Abrami, Lou, and Borokhovski ("Distance Education", 25(2), 175-198, 2004) regarding the design of quantitative, particularly experimental research in distance education. A single experimental, study from the distance education literature is examined from six different perspectives to…