A Meta-Analysis of Three Types of Interaction Treatments in Distance Education

By Robert M. Bernard, Philip C. Abrami, Eugene F. Borokhovski, C. Anne Wade, Rana M. Tamim, Michael A. Surkes, E. Bethel. 2009

1,084 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/139e23a879cfc1d56ce5af34221218771a6abc27

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

A Comparative Analysis of Student Performance in an Online vs. Face-to-Face Environmental Science Course From 2009 to 2016 (2019, positive): “In “A Meta-Analysis of Three Types of Interaction Treatments in Distance Education,” Bernard et al. (2009) conducted a meta-analysis evaluating three types of instructional and/or media conditions designed into distance education (DE) courses known as interaction treatments (ITs)—student–student (SS”
Interaction in distance education and online learning: using evidence and theory to improve practice (2011, methodology): “Prior to Bernard et al. (2009), other reviews, and the studies on which they were based, explored only indirect comparisons of pedagogical features across studies by contrasting DE with CI.”
What Forty Years of Research Says About the Impact of Technology on Learning (2011, positive): “However, and similar to classroom comparative studies of distance education and online learning (e.g., Bernard et al., 2004, 2009), we feel that we are at a place where a shift from technology versus no technology studies to more nuanced studies comparing different conditions, both involving CBI…”
The effects of technology use in postsecondary education: A meta-analysis of classroom applications (2014, methodology): “These results are basically in line with ﬁ ndings by Bernard et al. (2009) who found similar patterns of results for interaction treatments in the distance education and online learning literature.”
A meta-analysis of blended learning and technology use in higher education: from the general to the applied (2014, methodology): “As a reminder, an IT is an arrangement of instructional/technology conditions that is designed to encourage student–student, student–teacher and/or student–content interaction (Bernard et al. 2009).”
How do online course design features influence student performance? (2016, result): “Bernard et al. (2009) conducted a meta-analysis of 74 studies of interaction in online learning 6 and concluded that increased interpersonal interaction within the framework of the course, either with the instructor or with student peers, positively affects student learning.”
Predicting student satisfaction and perceived learning within online learning environments (2018, positive): “A meta-analysis by Bernard et al. (2009) reviewed 74 studies on distance education and found that the three types of interaction (LLI, LII, and LCI) are positively related to achievement outcomes.”
Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations (2020, background): “[25] have found that interactions increase learning outcomes.”
Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment. (2018, background): “To boost student engagement, three basic engagement techniques of online learning have been identified: student-content, student-instructor, and student-student (Bernard et al., 2009).”
The impact of online learning on students’ course outcomes: Evidence from a large community and technical college system (2013, background): “High-quality online courses may need to be designed to promote strong interpersonal connections, which a large body of empirical research suggests is important to students’ motivation, engagement, and academic performance in the course (Bernard et al., 2009).”
ECAR Study of Undergraduate Students and Information Technology, 2014. (2014, background): “However, research on the importance of different modalities of engagement in digital environments suggests that the student-student interactions that are a source of distraction are also the source of some of the most important forms of engagement for learning.(30) We cannot reasonably expect to eli”