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Philip C. Abrami

Philip C. Abrami

D-Index & Metrics

Social Sciences and Humanities

D-Index
65
Citations
27533
World Ranking
1009
National Ranking
57

Overview

Philip C. Abrami is affiliated with Concordia University in Canada. Their research primarily spans the fields of Social Sciences, Psychology, and Computer Science, with a strong focus on Education and its intersection with technology.

The scientist has contributed extensively to subfields such as Education, Developmental and Educational Psychology, Information Systems, Computer Science Applications, and Library and Information Sciences.

The main topics of their work include:

  • Reading and Literacy Development
  • Education and Technology Integration
  • Child Development and Digital Technology
  • Educational Games and Gamification
  • ICT in Developing Communities
  • Online Learning and Analytics
  • Online and Blended Learning

Among recent papers authored by Philip C. Abrami is "The effects of ABRACADABRA on reading outcomes: An updated meta-analysis and landscape review of applied field research" published in 2020 in the Journal of Computer Assisted Learning. Other notable recent publications that reflect closely related research interests include works published in the Journal of Information Literacy, International Journal of Instruction, and International Journal of Innovation in Science and Mathematics Education, dated 2020 and 2022.

Frequent coauthors in their work include:

  • Larysa Lysenko
  • Anne Wade
  • Rose Iminza
  • Enos Kiforo
  • Alan Cheung

Philip C. Abrami's research is disseminated across several venues, notable for their relevant scope in educational technology and pedagogy. These frequent publication venues are:

  • Journal of Computer Assisted Learning
  • Journal of Information Literacy
  • International Journal of Instruction
  • International Journal of Innovation in Science and Mathematics Education
  • Educational Technology Research and Development

Best Publications

  • How Does Distance Education Compare With Classroom Instruction? A Meta-Analysis of the Empirical Literature

    Robert M. Bernard;Philip C. Abrami;Yiping Lou;Evgueni Borokhovski

  • Students' evaluations of University teaching: Research findings, methodological issues, and directions for future research

    Herbert W. Marsh

  • A Meta-Analysis of Three Types of Interaction Treatments in Distance Education

    Robert M. Bernard;Philip C. Abrami;Eugene Borokhovski;C. Anne Wade

  • What Forty Years of Research Says About the Impact of Technology on Learning: A Second-Order Meta-Analysis and Validation Study

    Rana M. Tamim;Robert M. Bernard;Eugene Borokhovski;Philip C. Abrami

  • Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta-Analysis

    Philip C. Abrami;Robert M. Bernard;Evgueni Borokhovski;Anne Wade

  • Within-Class Grouping: A Meta-Analysis

    Yiping Lou;Philip C. Abrami;John C. Spence;Catherine Poulsen

  • Small Group and Individual Learning with Technology: A Meta-Analysis:

    Yiping Lou;Philip C. Abrami;Sylvia d’Apollonia

  • Strategies for Teaching Students to Think Critically A Meta-Analysis

    Philip C. Abrami;Robert M. Bernard;Eugene Borokhovski;David I. Waddington

  • A meta-analysis of blended learning and technology use in higher education: from the general to the applied

    Robert M. Bernard;Eugene Borokhovski;Richard F. Schmid;Rana M. Tamim

  • Implementing Computer Technologies: Teachers' Perceptions and Practices

    Lori Wozney;Vivek Venkatesh;Philip C. Abrami

  • Navigating student ratings of instruction.

    Sylvia d'Apollonia;Philip C. Abrami

  • Directions for Research and Development on Electronic Portfolios

    Philip C. Abrami;Helen Barrett

  • Validity of student ratings of instruction : what we know and what we do not

    Philip C. Abrami;Sylvia d'Apollonia;Peter A. Cohen

  • Interaction in Distance Education and Online Learning: Using Evidence and Theory to Improve Practice

    Philip C. Abrami;Robert M. Bernard;Eva Mary Bures;Eugene Borokhovski

  • Teacher motivation to implement an educational innovation: factors differentiating users and non-users of cooperative learning

    Philip C. Abrami;Catherine Poulsen;Bette Chambers

  • The effects of technology use in postsecondary education: A meta-analysis of classroom applications

    Richard F. Schmid;Robert M. Bernard;Eugene Borokhovski;Rana M. Tamim

  • The Dimensionality of Student Ratings of Instruction: What We Know and What We Do Not*

    Philip C. Abrami;Sylvia d’Apollonia;Steven Rosenfield

  • The development of a questionnaire for predicting online learning achievement

    Robert M. Bernard;Aaron Brauer;Philip C. Abrami;Mike Surkes

  • Media and Pedagogy in Undergraduate Distance Education: A Theory-Based Meta-Analysis of Empirical Literature

    Yiping Lou;Robert M. Bernard;Philip C. Abrami

  • Student Goal Orientation and Interest: Effects on Students' Use of Self-Regulated Learning Strategies.

    Katherine McWhaw;Philip C. Abrami

  • Improving literacy and metacognition with electronic portfolios: Teaching and learning with ePEARL

    Elizabeth Meyer;Philip C. Abrami;C. Anne Wade;Ofra Aslan

Frequent Co-Authors

Robert Savage
Robert Savage York University
Raymond P. Perry
Raymond P. Perry University of Manitoba
John C. Spence
John C. Spence University of Alberta
Nancy A. Madden
Nancy A. Madden Johns Hopkins University
Robert E. Slavin
Robert E. Slavin Johns Hopkins University
Larry V. Hedges
Larry V. Hedges Northwestern University
Thomas D. Cook
Thomas D. Cook University of Wisconsin–Madison
Harris Cooper
Harris Cooper Duke University
Andrew Feenberg
Andrew Feenberg Simon Fraser University
Eileen Wood
Eileen Wood Wilfrid Laurier University

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