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The problem
Intervention: Distance learning for early childhood education, including mobile-based and desktop-based platforms
Who it was tested with: Early childhood learners across 87 studies published between 2010-2021.
Experience from people who deliver programmes: stories, case studies and lessons learned. Valuable for understanding how and why, and for spotting what to test next, but not a measure of effect.
"A meta-analysis was conducted on 87 studies published between 2010 and 2021, selected from databases including Science Direct, Scopus, and PubMed. Comprehensive Meta-Analysis 3.0 software was employed for effect size calculations, variance analyses, and subgroup analyses." This is a systematic synthesis of experimental and quasi-experimental evidence aggregated across multiple studies examining distance learning interventions for early childhood development.
High heterogeneity suggests underlying variation not fully explained by subgroup analyses. Publication bias assessment methods employed but not detailed in abstract. Long-term developmental impacts unknown.
Across countries and designs
2 studies · 2 countries
