i am looking for studies on how learning outcomes vary by medium. in particular i am looking for studies similar to teh CREDO online charter school study (2015) (https://credo.stanford.edu/pdfs/OnlineCharterStudyFinal2015.pdf),
which compare learnng outcomes in traditional schools with learning outcomes in "digital schools".
I am not interested in single studies showing that a certain topic can be mastered better or worse via traditional or digital media. I am wondering how learning in schools would change if the whole setting changes to mostly digital input.
has anybody any tipp?
While I appreciate that you are not interested in single studies showing that a certain topic can be mastered better or worse via traditional or digital media, in our recent study of youngsters (aged 11-14) engaged in mathematical problem-solving using digital technologies of their choice to which they had personal access we found that, while the youngsters were 'surrounded' by digital technologies, they displayed some weak skills in using technology as a means for learning; they tended to be more resourceful in uses related to social communication and retrieving online content for fun and recreation; see:
Book Youngsters solving mathematical problems with technology: Th...
Hello
Kumar, P. C., Chetty, M., Clegg, T. L., & Vitak, J. (2019). Privacy and Security Considerations For Digital Technology Use in Elementary Schools.
Eshet, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journal of educational multimedia and hypermedia, 13(1), 93-106.
Best regards
Ingrid
Several schools in my city's local school district (EPISD) have recently given MacBooks to middle school and high school students; I recently observed such a middle school class for a semester as a requirement of my Education degree. Through questioning various staff members (various academic coordinators leading the statistical analyses conferences held on campus), and the entire staff of the science department at one of the schools during several student progress meetings, I had discovered that the methodology implemented is paramount to the efficient utilization of the given technology. It seems to have it's own growing niche in the field of pedagogy, and largely depends on a symbiotic relationship between the material of the curriculum being made both easily accessible and implementable to the laptop in the given timeframe of the class (whether or not the laptops are normalized via repetitive and systematic use of them for things such as notes and quizzes) and how well the time given on the laptop fosters worktime that is efficiently reflective of the curriculum at hand. Whether or not there's a motivational factor on the student's part is unknown to me despite my observations and inquiry, but the digitalization of notes and classwork increases both the security of a student's material (lower chance of losing their notes/work), and a more complete statistical analyses for the individual teacher that is organizing and articulating academic progress of their various classes for both general class models and individual students. I apologize for not providing a formal study, though I suggest going to your nearest school district that utilizes technology in a similar fashion and request access to their academic records for your own statistical analyses if you do not find any study that satisfies your needs soon. Good luck!
Thanks a lot for your comments. Seems that there are no studies on this? If that's the case, then how to tell policymakers, parents and teachers, whether the digitalization of schools and instruction is a good thing? are we going to see in 10 years whether scores in academic tests went up or down?
There is the OECD report from 2015 entitled "Students, computers and learning" that analyses PISA data. It concludes that “limited use of computers at school may be better than no use at all, but levels of computer use above the current OECD average are associated with significantly poorer results” (p. 146).
Dear Friends and Colleagues of RG
Systems and online e-learning platforms are organized in a variety of ways. Most e-learning platforms are organized as communication platforms containing databases of pre-recorded lectures and developed teaching materials, prepared exercises and projects.
In some universities there are also developed online e-learning platforms containing intelligent solutions and didactic classes conducted in real time. Some universities of this type, modern online e-learning platforms are constantly improving by implementing computerized technologies of advanced data processing.
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