Tamim, R. M., Borokhovski, E., Bernard, R. M., Schmid, R. F., & Abrami, P. C. (2021). A studyof meta-analysis reporting quality in the large and expanding literature of educationaltechnology. Australasian Journal of Educational Technology, 37(3), 100-115.https://doi.org/10.14742/ajet.6322
Borokhovski, F. E., Tamim, R. M., Bernard, R. M., Schmid, R. F. (2000). Promises andprospects of educational technology, evidence from systematic reviews and meta-analyses.A. Tatnall (ed.), Encyclopedia of Education and Information Technologies. Switzerland:Springer Nature. https://doi.org/10.1007/978-3-319-60013-0_99-1
Bernard, R. M., Borokhovski, E., Schmid, R. F., Waddington, D. I., & Pickup, D. (2019).Twenty-first century adaptive teaching and individualized learning operationalized asspecific blends of student-centered instructional events: A systematic review andmeta-analysis, Campbell Systematic Reviews. 15: e1017. https://doi.org/10.1002/c12.1017
Tamim, R. M., Borokhovski, E., Bernard, R. M., & Schmid, R. F. (2019). Meta-analysis:methodological quality assessment. In Encyclopedia of Education and InformationSystems. New York, NY: Springer Nature.
Bernard, R. M., Borokhovski, E., Schmid, R. F., Waddington, D. I., & Pickup, D. I. (2019).Adaptive teaching and individualization for k-12 students improves academic achievement:A meta-analysis of classroom studies. Oslo, Norway: Campbell Systematic Reviews.
Bernard R. M., Borokhovski E., Schmid R.F., Tamim R.M. (2018) Gauging the effectiveness ofeducational technology integration in education: What the best-quality meta-analyses tell us.In M. Spector, B. Lockee, & M. Childress (Eds.) Learning, Design, and Technology. NewYork: Springer, Cham. https://doi.org/10.1007/978-3-319-17727-4_109-1
Borokhovski, E., Bernard, R. M.,Tamim, R.M., & Schmid, R. S., & Sokolovskaya, A. (2016). Technologysupportedstudent interaction in higher education: A meta-analysis of designed versuscontextual treatments. Computers in Education, 96, 15-28. http://dx.doi.org/10.1016/j.compedu.2015.11.004
Borokhovski, E., Bernard, R. M., Tamim, R. M., &Schmid, R. F. (2016). Technology integration in postsecondary education:Asummary of findings of a series of meta-analytical research. PublishedProceedings of the 27th Annual ED-MEDIA Conference, Montreal, QC.
Bernard,R. M., Borokhovski, E., Schmid,R. F., & Tamim, R. M. (2014). An explorationof bias in meta-analysis: The case of of technology integration research inhigher education. Journal of Computing in Higher Education, 26(3),183-209. http://dx.doi.org/10.1007/s12528-014-9084-z.
Schmid, R. F., Bernard, R. M., Borokhovski, E., Tamim, R. M., Abrami, P.C.,Surkes, M. A., Wade, C. A., Woods, J. (2014). The effects of technology use inpostsecondary education: A meta-analysis of classroom applications. Computers& Education, 72, 271-291.
Schwartz, N.H. & Schmid, R.F. (2012). Using technology to fostermeaningful learning environment. In Michael J. Lawson and John R. Kirby(eds), The quality of learning: Dispositions, instruction, and mentalstructures. Cambridge University Press.
Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid,R.F. (2011). What forty years of research says about the impact of technologyon learning: A second-order meta-analysis and validation study. Review ofEducational Research. 81(3), 4-28. doi:10.3102/0034654310393361
Bures, E. M., Abrami, P. C., & Schmid, R. F. (2010). Exploring whetherstudents' use of labelling depends upon the type of activity. InternationalJournal of Computer-Supported Collaborative Learning, 5(1), 103-116.
Borokhovski, E., Bernard, R.M., Schmid, R.F., Tamim, R.M., Abrami, P.C., Wade,A.C., & Surkes, M.A. (2009). The practice of meta-analysis and "Thegreat technology debate". [Scientific Bulletin of Belgorod StateUniversity: Social Science Series], 14(69), 106-122.
Schmid, R.F., Bernard, R.M., Borokhovski, E. Tamim, R. Abrami, P.C., Wade, C.A.Surkes, M.A. & Lowerison, G. (2009). Technology is effect on achievement inhigher education: a Stage I meta-analysis of classroom applications. Journalof Computing in Higher Education, 21, 95-109.
Tamim, R.M., Lowerison, G., Schmid, R.F., Bernard, R.M., Abrami, P.C., &Dehler, C. (2008). Assessing computer use and perceived course effectiveness inpost-secondary education in an American/Canadian context. Journal ofEducational Computing Research, 39(3), 221-234.
Schmid, R.F., Miodrag, N., & Di Francesco, N. (2008). A human-computerpartnership: The tutor/child/computer triangle promoting the acquisition ofearly literacy skills. Journal of Research on Technology in Education, 41(1).
Blasi, L., Fiore, S.M., Hedberg, J., & Schmid, R.F. (2008). The socialconsequences of design and development teams. In J. M. Spector, W.D.Merrill, J.Van Merrienboer, & M.P. Driscoll (eds.) Handbook of research oneducational communications and technology (3rd ed.). New York: Erlbaum.
O'Donnell, A.M., D'Amico, M., Schmid, R.F., Reeve, J., & Smith, J.K.(2008). Educational Psychology: Reflection for Action. Canadian edition.Mississauga, ON: John Wiley and Sons Canada.
Bures, E.M., Abrami, P.C. & Schmid, R. (2007). Supporting Online Dialogue throughStructured Features: Does Labelling Help? Journal of Interactive LearningResearch, 1-39.
Tovar, M., Gagnon, F. & Schmid, R.F. (1997). Development of a consultationprofile of interventions perceived as successful by human performancetechnology consultants. Performance Improvement Quarterly, 10(3), 67-83.
Daningburg, S. & Schmid, R.F. (1994). The effect of formative evaluationfactors on types and magnitude of learning. Canadian Journal of EducationalCommunication, 23, 3-18.
Schmid, R.F. & Telaro, G. (1990). Concept mapping as an instructionalstrategy for high school biology. Journal of Educational Research, 84,78-85.
Schmid, R.F. & Gerlach, V.S. (1990). Instructional design rules foralgorithmic subject matter. Performance Improvement Quarterly, 3, 2-15.
