The Effectiveness of Information Technology and Teaching Strategies in Distance Learning to Improve the Learning Effect of K-12 Students: Instructional Strategies and Application of Information Technology in Distance Learning

Abstract

Since the outbreak of COVID-19, many countries began to try to use online platforms and digital tools for distance learning. This study focuses on the effectiveness of information technology and teaching strategies in distance learning to improve the learning effect of K-12 students. By using the meta-analysis method and screening criteria of empirical research, it focuses on methodological and substantive research, and examines the relationship between information technology and learning effect, and the relationship between teaching strategies and learning effect in distance learning. The final analysis included 85 qualified studies with a total sample size of 79,928 K-12 students: 35 primary school studies (n = 35,155) and 50 secondary school studies (n = 44,773). The results show that compared with offline learning, the application of information technology in distance learning usually has a positive impact (ES=+2.26). However, the impact may vary depending on the type of information technology. From the perspective of teaching strategies, case-based teaching strategies can improve students' learning effect. Therefore, when applying information technology and teaching strategies to students' distance learning effect, we should strengthen the design of process objectives, pay attention to the role of sharing and co-construction technologies in distance learning, and adopt case-based teaching strategies to stimulate students' high-level cognitive activities and cognitive achievements, so as to promote distance learning.