Literature Review

Literature Review Matrix
1
University
EDGR
Literature Review Matrix
Reference Citation Study Design/ Sample Setting Pedagogy/ Methodology Analysis of
Results & Conclusions Themes/ Big Ideas
Benjamin S. Bloom (1984). The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring.
Educational Researcher
Vol. 13, No. 6 (Jun. – Jul., 1984), pp. 4-16 11 periods of instruction, over three week period
Data collected from observation and tests given to students. Conventional: 30 students per teacher, tests are given periodically
Mastery learning: 30 students per teacher, tests are given periodically followed by feedback/corrective procedure, and parallel formative tests
Tutoring: 1, 2, or 3 students per tutor, formative tests, feedback/corrective procedures, and tests again.
Here, the need for corrective procedures is very minimal. The average student was about two standard deviation (98%) above the average student in a conventional class. The average student in a mastery class was about one standard deviation (84%) above the average student in the conventional class. Student learning in conventional classes, mastery learning classes, and tutoring
Impact of corrective procedures on student learning
Best form of instruction for maximized learning
Chen-Lin C. Kulik, James A. Kulik and Robert L. Bangert-Drowns (1990). The effectiveness of Mastery Learning Programs: A Meta-analysis.
Review of Educational Research Vol. 60, no.

2: 265–99.
Analysis of 108 Studies on mastery learning.
Final testing after completing of courses.
In several content areas.
Elementary school through college classes. Two approaches to mastery learning – both with positive results: Bloom’s Learning for Mastery and Keller’s Personalized System of Instruction. 96 of these studies showed that mastery programs had positive effects on the examinations. 67 of the 96 studies with positive effects reported that the difference in amount learned by experimental and control groups was great enough to be considered statistically significant. Mastery learning.
Bloom’s Learning for Mastery Model
Keller’s Personalized System of Instruction
Approaches to maximize learning.
Daniel Light and Elizabeth Pierson (2014). Increasing student engagement in math: The use of Khan Academy in Chilean Classrooms.
International Journal of Education and Development using Information and Communication Technology, Vol. 10., Issue 2., pages 103-119
2 weeks
Collecting data from existing trials, surveying schools, teachers, students
Khan Academy/ online supplemental math education/ distance learning/achievement tests/ low income groups
Five schools, 4 of which are in high-risk areas
8 teachers
5th-8th-grade students
Mostly quantitative data collected Khan Academy supplemented classes versus traditional direct instruction through a lecture and worksheets
With Khan Academy, students were able to complete more exercises and due to the instant feedback feature they were able to change their approach if needed or got confirmation that their method was correct and were able to move on with confidence.
Using Khan Academy as a digital learning environment changes the ways and increases the degree to which students engage with the curriculum. Using Khan Academy as supplementary material in classrooms increases student engagement.
How does a supplementary online math program – such as Khan Academy – change/improve/help the way high-risk youth learns?
Robert Murphy, Larry Gallagher, Andrew Krumm, Jessica Mislevy, and Amy Hafter,
March 2014,
Research on the use of Khan Academy in schools.
SRI Education 2 years
20 schools
more than 70 teachers
2000 students Using Khan Academy as a practice tool, intervention, enrichment and for monitoring student progress
71% of students enjoyed using Khan Academy
32% liked math more than before they used Khan Academy
86% of teachers would recommend it to others
89% of teachers planned to use in subsequent years
Students who spent more time on Khan Academy experienced more positive than expected outcomes in terms of test scores, anxiety reduction, higher confidence Khan Academy as a mathematics supplemental educational resource
Self-directed learning
David Phillips, and Jeff Cohen, 2014
Learning gets personal: How Idaho students and teachers are embracing personalized learning through Khan Academy. J. A. and Kathryn Albertson Family Foundation
33 school districts, 47 schools, 173 teachers
Grades 3-8
5309 students
one year Personalized learning
Differentiated instruction a positive correlation between students’ usage of Khan Academy and their MAP (Measures of Academic Progress assessment by the Northwest Evaluation Association) scores
Students who completed 60% or more of their mission on average grew 1.8 times their expected growth in one year.
Khan Academy’s mission progress is by far the strongest indicator of success Personalized learning
Differentiated instruction
Holistic approach to education
Attracting teachers and administrators to willing to try new approaches to education
Supporting teachers

Lori Cargile, 2015
Blending Instruction with Khan Academy. Journal of Mathematics Teacher, Vol. 109, no. 1, 34-39.
The article explores previous research on the use of Khan to blend instructions The article explores different literature to evaluate the actual meaning of blended learning and how Khan Academy has been utilized in learning. One of the books evaluated is The One world Schoolhouse: Education Reimagined (2012) Educators and parents believe that Khan Academy will transform learning in numerous ways. Khan Academy is an important element of active learning and is recommended for use in schools Khan Academy is a program used worldwide
Khan Academy is a vital tool for creating blended learning
Khan Academy is founded on the theory of mastery learning
Bloom, Benjamin S. 1971. Mastery learning. Journal of Mastery learning: Theory and practice, 47-63. The author studied students in the classroom to suggest powerful elements that may be adopted by educators to enhance learning. The author focused on observation as the method of data collection and developed ways to enhance learning The author found that teachers were used to the conventional way of organizing curriculum and assessing students when the units ended. He developed the aspect of mastery learning. He discovered that it would be valuable to develop remedies based on student and teachers feedback.
He incorporated the feedback and introduced the aspect of mastery learning Mastery learning
Progressive and regular tests for students
Enrichment of the traditional teaching routines by focusing on high-level thinking skills
Lockhart, Steven, 2012. The Stanford education experiment could change higher learning forever. Wired Magazine, Vol. 20, 122-128. The article is about two computer science professors who developed their course that received over 60,000 registrations. The research and over 100 volunteers who offered to translate lectures into over 40 languages. The authors focused on developing a website similar to Khan Academy to assess its efficacy. The author’s vision was highly admired by tutors who offered to give free online classes. The study revealed that after the implementation of this website, there was an increase in the number of students who submitted their homework. Also, the videos in this website significantly improved the performance of students and their ability to engage It revealed that Khan Academy could transform learning. Adoption of Khan Academy to create similar programs
Online videos help students homework
Khan Academy improves performance
Student engagement
Mehta Neil, Hull Alan, Young James and Stoller, James. K. 2013. Just imagine new paradigms for medical education. Journal of Academic Medicine, vol. 88, no. 10, pp. 1418-1423.
The authors conduct a study to assess how different innovations disrupt higher education to propose a solution.
The research was focused on students in medical schools The authors conducted an in-depth analysis of literature compare online platforms such as Khan Academy effectiveness to that of traditional approaches The authors found that flipped classrooms are significant ways of improving learning and student engagement with different subjects. It will assist in eliminating challenges in educating medical students Flipped classroom
Reforming education
Disruptive innovation
Muñoz-Merino Pedro. J, Valiente, Jose. A. Ruiperez and Kloos Carlos Delgado, 2013, Inferring higher level learning information from low-level data for the Khan Academy platform. Journal of Proceedings of the third international conference on learning analytics and knowledge, pp. 112-116 Study aimed at measuring the impact of Khan Academy on real Physics course
Data collected through observation of student behavior in relation to the parameters Involved 100 students: all used Khan Academy platform.
Only results of 66 students were used,
Students from Universidad Carlos de Madrid.
Authors used six parameters to assess the impact of Khan Academy; examples: gamification habit and activity time distribution.
These parameters revealed that after the use of Khan Academy, students were more motivated, well prepared for classes, and
The author advises the use of these parameters to Khan Academy Higher learning parameters
Gamification habits
Noer, Michael, 2012, One man, one computer, 10 million students: How Khan Academy is reinventing education. The author provides an in-depth analysis of the working principles of Khan Academy
Data collected through interviews The author interviews Khan and other professors to determine various aspects use on Khan Academy platform Found that Khan Academy features 3400 short instructional videos, interactive quizzes, and charts to monitor student progress
Khan Academy videos have been viewed over 100 million times
Site gets over six million new students every year
Educators admit that Khan Academy has improved student performance
Enhances the conventional model of teaching Internet-based technology
Prussian model of learning
Flipped classroom
Improving learning by use technology
O’Flaherty, Jacqueline and Phillips Craig, 2015. The use of flipped classrooms in higher education: A scoping review. Journal of The Internet and Higher Education, vol. 25, pp. 85-95. Purpose: to measure the educational outcomes of a flipped classroom
1084 articles were reviewed, 28 were found relevant.
Previous studies used survey instruments on student performance The study involved the use of five stages of Arksey and O’Malley framework (a relevant study). The selected articles were charted to assess and compare the details of study methods and outcomes Flipped classroom enhanced communication skills, and increased teacher students engagement as compared to conventional classrooms
Also, it improves problem-solving skills Creative technologies
Flipped classroom enhances student engagement
Time, costs, and proficiency required in flipped classroom
Parslow, Graham. R. 2012, Commentary: The Khan Academy and the day‐night flipped classroom. Journal of Biochemistry and Molecular Biology Education, vol. 40, no. 5, pp. 337-338. The author uses literature to explore how Khan transformed learning through his online platform The author follows the evolution of online learning, opinions of educators, and explanation from Khan on his development The author notes that in the past, approaches to enhance learning had always failed due to resistance from students.
Feedback from teachers reveal that Khan Academy videos help students engage with the subject leading to enhancing understanding
Khan has solved a range of education problems Evolution of online learning through Khan Academy
Flipped classroom changes the traditional role of the teacher
Allows student students to take charge of their learning
Prober, Charles. G., and Heath, Chip, 2012, Lecture halls without lectures—a proposal for medical education. Journal of N Engl J Med, vol. 366, no. 18, pp. 1657-1659. Follows the case of medical students and how their learning can be improved
Method of data collection: Observation Author follows the teaching habits in medical schools
Authors analyze the success levels in some schools and propose a similar implementation in medical schools Notes that students are taught with traditional methods, used in the 20th century. Recommends for a change in how doctors are taught
Proposes the adoption of a flipped classroom such as Khan Academy
Finds that flipped classroom offers flexibility and promotes interactive discussions
Also, it boosts engagement and retention Flipped classroom enhances interactive discussions
How to enhance student engagement and retention
Restrictions of a traditional classroom setting
Reich, Justin, 2014, Results from the 2017 Khan Academy study, Education Week, EdTech Researcher Follows a two-year study by SRI
Method of Study: Observation
And a Three-year study by WestEd The study was a randomized control trial study of Khan Academy
Study focused on determining the implication of Khan Academy and other online platforms on learning Khan Academy is easy to use for both students and lecturers Khan Academy is an essential online learning resource
Benefits of digital learning
Ruipérez-Valiente, Jose. A., Muñoz-Merino, Pedro. J. and Kloos, Carlos. D. 2016, April. Analyzing students’ intentionality towards badges within a case study using Khan Academy. Journal of Proceedings of the Sixth International Conference on Learning Analytics & Knowledge, pp. 536-537. Study focuses on gaining insight on students’ focus on earning badges in relation to Khan Academy
Involves 291 freshman students
Method of data collection: Survey The aim of the authors was to determine if students earned badges as a result of natural learning activities or not Badges are easy to earn if students are motivated
Khan Academy promotes student enthusiasm Gamification
How online learning platforms such as Khan Academy promote student motivation
Sparks, Sarah. D. 2011, Lectures are homework in schools following Khan Academy lead. Journal of Education Week. Author presents descriptive analysis of Khan Academy and its implementation in learning processes Article involves extensive exploration of ideas, opinions, and studies relating to Khan Academy Khan Academy relieves the burden of teachers giving room for more time for discussions and integration with students
This model is difficult to use in schools that have not invested in technological infrastructure
Students begin to love math after introduction of Khan Academy Flip model of teaching
Khan Academy eliminates anxiety in learning math
Students in flipped classroom perform better
Strayer, Jeremy. F. 2016, Designing Instruction for Flipped Classrooms. Instructional-Design Theories and Models, Volume IV: The Learner-Centered Paradigm of Education, p. 321. This source presents a section of a book “Instructional-Design Theories and Models, Volume IV: The Learner-Centered”
The author explores the concept of flipped classroom, and in this case, Khan Academy.
Author explores different types of instruction models The author describes how a discussion instruction approach is achieved Out of class initiatives is an important way of promoting discussion approach
Introduction of flipped classroom in an effective way of promoting a discussion approach of instruction
Flipped classroom facilitates deeper understating of content Instructional approach for out of class activities and in-class tasks
Instruction for flipped classroom
Thompson, Clive, 2011, How Khan Academy is changing the rules of education. Journal of Wired Magazine, vol. 126, pp. 1-5. Author explores opinions of users of Khan Academy Follows the story of a young male and how Khan Academy has enhanced his ability to learn math.
Also follows a story of a female teacher who uses Khan Academy as part of instruction Khan Academy assists students to interact effectively with the subject
Khan Academy allows students to progress at their preferred pace Flipped classroom
Bloom’s ideas of Mastery Learning
Wambugu, Patriciah. W. and Changeiywo, Johnson. M. 2008. Effects of mastery learning approach on secondary school students’ physics achievement. Journal of Eurasia Journal of Mathematics, Science & technology education, vol. 4, no. 3, pp. 293-302. Study focused on exploring the impact of Mastery learning approach on student’s success
Involved 161students from Kyeni East
Method of study: Survey Involved teaching students with masterly learning approach (MLA) while conventional teaching method was used for control
Data analysis involved the use of t-test and ANOVA. The study revealed that MLA teaching model is efficient in improving performance
Encourages more students to learn math and physics
Khan Academy is founded on mastery learning; thus, it has the capacity to enhance learning in numerous ways Mastery learning enhances learning in math and science
Limitations of the conventional teaching model
Yildiran, Guzver and Aydin, Emin 2005, The Effects of Mastery Learning and Cooperative, Competitive and Individualistic Learning Environment Organizations on Achievement and Attitudes in Mathematics. Journal of Online Submission, vol. 9 no. 1, pp. 55-72. Research explores relationship between effectual instructional methodology and positive learning attitudes
Involved 158 students at junior school in Istanbul, Turkey
Was a field experiment Two by three factorial design research
Three classes were subjected to different aspects of mastery learning
Other groups were subjected to the traditional method of teaching
Students’ previous performance data was obtained. Results were compared to those of formative tests given after the study Students under mastery learning program performed better than those under the conventional method
Therefore, mastery learning enhances student performance
Mastery learning also enhances learning attitudes towards math Mastery learning
Conventional classroom
Relationship between attitude and performance

References
Bloom, B. S. (1971). Mastery learning. Mastery learning: Theory and practice, 47-63.
Bloom, B. S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational researcher, 13(6), 4-16.
Cargile, L. A. (2015). Blending Instruction with Khan Academy. Mathematics Teacher, 109(1), 34-39.
Education, S. R. I. (2014). Research on the Use of Khan Academy in Schools. Menlo Park CA: SRI Education.[Online] Available at: http://www. sri. com/work/publications/research-use-khan-academy-schools [3 July 2015.].
Education, S. R. I. (2014). Research on the Use of Khan Academy in Schools. Menlo Park CA: SRI Education.[Online] Available at: http://www. sri. com/work/publications/research-use-khan-academy-schools [3 July 2015.], J. A. and Kathryn Albertson Family Foundation
Kulik, C. L. C., Kulik, J. A., & Bangert-Drowns, R. L. (1990). Effectiveness of mastery learning programs: A meta-analysis. Review of educational research, 60(2), 265-299.
Leckart, S. (2012). The Stanford education experiment could change higher learning forever. Wired Magazine, 20, 122-128.
Light, D., & Pierson, E. (2014). Increasing student engagement in math: The use of Khan Academy in Chilean classrooms. International Journal of Education and Development using Information and Communication Technology, 10(2), 103.
Mehta, N. B., Hull, A. L., Young, J. B., & Stoller, J. K. (2013). Just imagine: new paradigms for medical education. Academic Medicine, 88(10), 1418-1423.
Muñoz-Merino, P. J., Valiente, J. A. R., & Kloos, C. D. (2013). Inferring higher level learning information from low level data for the Khan Academy platform. In Proceedings of the third international conference on learning analytics and knowledge (pp. 112-116). ACM.
Noer, M. (2012). One man, one computer, 10 million students: How Khan Academy is reinventing education. Recuperado de: http://www. forbes. com/sites/michaelnoer/2012/11/02/one-man-one-computer-10-million-students-how-khan-academy-is-reinventing-education.
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95.
Parslow, G. R. (2012). Commentary: The Khan academy and the day‐night flipped classroom. Biochemistry and Molecular Biology Education, 40(5), 337-338.
Prober, C. G., & Heath, C. (2012). Lecture halls without lectures—a proposal for medical education. N Engl J Med, 366(18), 1657-1659.
Reich, J., (2014). Results from the 2017 Khan Academy study, Education Week, EdTech Researcher
Ruipérez-Valiente, J. A., Muñoz-Merino, P. J., & Kloos, C. D. (2016, April). Analyzing students’ intentionality towards badges within a case study using Khan Academy. In Proceedings of the Sixth International Conference on Learning Analytics & Knowledge (pp. 536-537). ACM.
Sparks, S. D. (2011). Lectures are homework in schools following Khan Academy lead. Education Week.
Strayer, J. F. (2016). Designing Instruction for Flipped Classrooms. Instructional-Design Theories and Models, Volume IV: The Learner-Centered Paradigm of Education, 321.
Thompson, C. (2011). How Khan Academy is changing the rules of education. Wired Magazine, 126, 1-5.
Wambugu, P. W., & Changeiywo, J. M. (2008). Effects of mastery learning approach on secondary school students’ physics achievement. Eurasia Journal of mathematics, Science & technology education, 4(3), 293-302.
Yildiran, G., & Aydin, E. (2005). The Effects of Mastery Learning and Cooperative, Competitive and Individualistic Learning Environment Organizations on Achievement and Attitudes in Mathematics. Online Submission, 9(1), 55-72.