异步通信
远程教育
异步学习
心理学
荟萃分析
等价(形式语言)
调查共同体
认知
数学教育
教学设计
教育技术
计算机科学
同步学习
在线学习
教学方法
多媒体
合作学习
哲学
内科学
神经科学
医学
语言学
计算机网络
作者
Florence Martin,Ting Sun,Murat Turk,Albert D. Ritzhaupt
标识
DOI:10.19173/irrodl.v22i3.5263
摘要
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.
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