Assimilator students score significantly higher on the open-ended design project in synchronous online delivery than Assimilator face-to-face students¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Assimilator students in the synchronous online group scored significantly higher on the open-ended activity than Assimilator students in the face-to-face group (Z = -2.145; p < .05). → Goodridge 2017
Evidence¶
Goodridge 2017¶
Goodridge, W. H., Lawanto, O., & Santoso, H. B. (2017). A Learning Style Comparison between Synchronous Online and Face-to-Face Engineering Graphics Instruction. International Education Studies, 10(2). https://doi.org/10.5539/ies.v10n2p1
q2 · i? · causal · r1
Mann-Whitney tests across learning styles in the same six-section quasi-experiment compared open-ended robotic arm project scores. The article reports "significantly higher score on their final grade for the open ended activity" for synchronous online Assimilators, Z = -2.145; p < .05. No effect size printed.
"Assimilator students in synchronous online group showed a significantly higher score on their final grade for the open ended activity than Assimilator students in face-to-face group (Z = -2.145; p < .05)."
Discussion¶
Related Claims¶
- Synchronous online students' learning performance scores were greater than face-to-face students' scores for all learner categories except Convergers was not statistically significant — reports the opposite
- Converger students score significantly higher on the open-ended design project in synchronous online delivery than Converger face-to-face students — related
- Synchronous online learning was statistically comparable to face-to-face learning for both cognitive and affective outcomes — a broader claim this one bears on
- Converger students earn significantly higher final course grades in synchronous online engineering graphics instruction than Converger face-to-face students — related
- The Converging learning style dominates among mechanical engineering graphics students in both synchronous online and face-to-face sections — related
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