A Meta-Analysis on the Effects of Synchronous Online Learning on Cognitive and Affective Educational Outcomes
Fiche du document
2021
- handle: 10670/1.9yfsv1
- doi: 10.19173/irrodl.v22i3.5263
Ce document est lié à :
International Review of Research in Open and Distributed Learning ; vol. 22 no. 3 (2021)
Copyright (c), 2021FlorenceMartin, TingSun, MuratTurk, Albert D.Ritzhaupt
Mots-clés
synchronous online learning meta-analysis face-to-face asynchronous affective cognitive outcomeSujets proches
Learning process Scholarship LearningCiter ce document
Florence Martin et al., « A Meta-Analysis on the Effects of Synchronous Online Learning on Cognitive and Affective Educational Outcomes », International Review of Research in Open and Distributed Learning, ID : 10.19173/irrodl.v22i3.5263
Métriques
Partage / Export
Résumé
Synchronous online learning (SOL) provides an opportunity for instructors to connect in real-time with their students though separated by geographical distance. This meta-analysis examines the overall effect of SOL on cognitive and affective educational outcomes, while using asynchronous online learning or face-to-face learning as control groups. The effects are also examined for several moderating methodological, pedagogical, and demographical factors. Following a systematic identification and screening procedure, we identified 19 publications with 27 independent effect sizes published between 2000 and 2019. Overall, there was a statistically significant small effect in favor of synchronous online learning versus asynchronous online learning for cognitive outcomes. However, the other models were not statistically significant in this meta-analysis. The effect size data were normally distributed and significantly moderated by course duration, instructional method, student equivalence, learner level, and discipline. Implications for educational practice and research are included.