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- Title
A Meta-Analysis on the Effects of Synchronous Online Learning on Cognitive and Affective Educational Outcomes.
- Authors
Martin, Florence; Ting Sun; Turk, Murat; Ritzhaupt, Albert D.
- Abstract
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-toface 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.
- Subjects
COGNITIVE learning; EDUCATIONAL outcomes; ONLINE education; AFFECTIVE education; ASYNCHRONOUS learning
- Publication
International Review of Research in Open & Distributed Learning, 2021, Vol 22, Issue 3, p205
- ISSN
1492-3831
- Publication type
Article