The authors attribute the achievement difference to continuous time-and-space-independent interaction, greater academic engagement, and more active participation in the DWT environment¶

Claim · All claims
Evidence · 1 study · causal r2 · q1
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The article explains the post-test difference by the DWT environment enabling continuous interaction with lecturers and colleagues independent of time and space, plus higher engagement and active participation. → Korucu and Cakir 2018

Evidence¶

Korucu and Cakir 2018¶

Agâh Tuğrul KORUCU, Hasan ÇAKIR. (2018). The Effect of Dynamic Web Technologies on Student Academic Achievement in Problem-Based Collaborative Learning Environment. Malaysian Online Journal of Educational Technology, Volume 6, Issue 1. https://eric.ed.gov/?id=EJ1165485

q1 · i? · causal · r2

Authors' interpretation offered in the findings discussion, not a separately tested result: they argue the DWT environment enabled constant teacher-student-environment interaction, more effort meeting weekly work-plan requirements, and more active studying time for the experimental group.

"This difference between the experimental and control group students' "academic achievement scores" at the end of the research process emerges because the environment developed with DWT provides continuous interaction with lecturers and other colleagues in their group, classmates and developed environments independent of time and space limitations and active participation both in and out of the school constantly for experimental group students."

Discussion¶

Learner Variables¶

• Time and Continuity — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Pre-service teachers in a dynamic-web-technology-supported problem-based collaborative learning environment achieved higher post-test course achievement scores than peers in the face-to-face version — related
• The authors of one physics-course study attribute its technology-supported gains to the student-centred, active-engagement pedagogy the technology was used within — related
• Prospective teachers taught with CCCT outperformed a lecture-based control group on academic achievement (g = 0.839) — related