高等教育におけるe-Learningの効果に関するメタ分析  [in Japanese] A Meta-Analysis On e-Learning Effectiveness in Higher Education  [in Japanese]

Access this Article

Search this Article

Author(s)

Abstract

近年,高等教育の現場ではe-Learningが広く導入されてきている.それに応じてe-Learningの研究も盛んに行われているが,過去の研究で得られた知見が十分に共有され,また十分に活用されているとは言い難い.本研究では,高等教育におけるe-Learningに関する研究結果を収集し,それらを用いてe-Learningの効果に関する総合的分析を行った.収集した研究結果は過去12年間の136の論文であり,その中からメタ分析に使用可能な24の研究結果が抽出された.分析の結果,平均効果サイズは0.420であり,e-Learningには中程度の効果があることが明らかとなった.さらに,重回帰分析の結果,実験設定として動機付け関連度が高い方が,そしてメディア活用度が低い方が,学習効果が高いことが明らかになった.さらに,プレ・ポストの実験設計自体が実験・統制群の実験設計よりも効果サイズを高める影響を持っていることが明らかになった.

E-Learning has been widely used in higher education and a lot of e-Learning studies have been brought out. Those study results in Japan, however, were neither noticed nor utilized sufficiently among practitioners and even among scientists. In this study, we collected and comprehensively analyzed the findings in those e-Learning studies in higher education during the past 12 years. 136 studies were located from source of six journals. Just twenty-four studies of them were included in the meta-analysis. The overall mean of the effect size was 0.420, which suggests that e-Learning is more effective than traditional face-to-face learning. Furthermore, multiple regression analysis was performed to identify factors that influence effect size. As the result of analysis; it should be noted that higher motivation and low level of media involvement are effective on effect size for e-Learning. Moreover, the result of analysis indicated that experimental design is effective factor on effect size. It means that pre-post test design is more effective than control-experimental group design.

Journal

  • Japan Journal of Educational Technology

    Japan Journal of Educational Technology 32(4), 339-350, 2009

    Japan Society for Educational Technology

References:  54

Cited by:  5

Codes

  • NII Article ID (NAID)
    110007110419
  • NII NACSIS-CAT ID (NCID)
    AA11964147
  • Text Lang
    JPN
  • Article Type
    Journal Article
  • ISSN
    1349-8290
  • NDL Article ID
    10176936
  • NDL Source Classification
    ZF1(教育)
  • NDL Call No.
    Z7-904
  • Data Source
    CJP  CJPref  NDL  NII-ELS  J-STAGE 
Page Top