Twenty‐first century adaptive teaching and individualized learning operationalized as specific blends of student‐centered instructional events: A systematic review and meta‐analysis-Reference-Cited by-同舟云学术

Twenty‐first century adaptive teaching and individualized learning operationalized as specific blends of student‐centered instructional events: A systematic review and meta‐analysis

Published:2019-06 Issue:1-2 Volume:15 Page:
ISSN:1891-1803
Container-title:Campbell Systematic Reviews
language:en
Short-container-title:Campbell Systematic Reviews

Author:

Bernard Robert M.¹,Borokhovski Eugene²,Schmid Richard F.³,Waddington David I.⁴,Pickup David I.²

Affiliation:

1. Centre for the Study of Learning and Performance Concordia University Montreal Canada

2. Centre for the Study of Learning and Performance Montreal Canada

3. Department of Education (Educational Technology), Centre for the Study of Learning and Performance Concordia University Montreal Canada

4. Department of Education (Educational Studies), Centre for the Study of Learning and Performance Concordia University Montreal Canada

Publisher

Wiley

Subject

General Social Sciences

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/cl2.1017

Reference361 articles.

1. Aiello N. C. &Wolfle L. M.(1980).A meta‐analysis of individualized instruction in science. Paper presented at the annual meeting of the American Educational Research Association Boston MA. Retrieved fromhttp://files.eric.ed.gov/fulltext/ED190404.pdf

2. A Meta-Analysis of the Effects of Feedback in Computer-Based Instruction

3. It's not about seat time: Blending, flipping, and efficiency in active learning classrooms

4. Bangert R. L. &Kulik J. A.(1982).Individualized systems of instruction: A meta‐analysis of findings in secondary schools. Paper presented at the annual meeting of the American Educational Research Association New York NY. Retrieved fromhttp://eric.ed.gov/?id=ED220358

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