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• W2980251021 abstract "Digital learning environments are increasingly popular in higher education and professional training. Teaching and learning via webinars, and web conferencing more broadly, represents one widely used approach. Webinars are defined as web-based seminars, in which participants and facilitators communicate live over the Internet across distant geographical locations using shared virtual platforms and interact ubiquitously and synchronously in real time via voice over IP technology and web camera equipment. In the past, studies have reported mixed evidence concerning the effectiveness of webinars in promoting student achievement. As a remedy, this systematic literature review and meta-analysis cumulates observed effect sizes from previously published randomized controlled trials and corrects artifactual variance induced by sampling error. The research questions were: How effective are webinars in promoting student achievement? And which characteristics moderate webinar effectiveness? The findings suggest that webinars were slightly more effective than control conditions (online asynchronous learning management systems and offline face-to-face classroom instruction), but the differences were trivial in size. Differences were moderated by webinar, participant, achievement, and publication characteristics. This meta-analysis is the first to systematically review and meta-analyze the best evidence available for evaluating the effectiveness of webinars and video conferences in promoting student knowledge and skills. The implications of the study's findings can inform school teachers, lecturers, trainers, technologists, and theorists interested in the computer-supported design, implementation, delivery, tutoring, and assessment of webinar-based learning environments." @default.
• W2980251021 created "2019-10-18" @default.
• W2980251021 creator A5036526306 @default.
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• W2980251021 date "2019-11-01" @default.
• W2980251021 modified "2023-10-17" @default.
• W2980251021 title "Webinars in higher education and professional training: A meta-analysis and systematic review of randomized controlled trials" @default.
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• W2980251021 doi "https://doi.org/10.1016/j.edurev.2019.100293" @default.
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