Courses shorter than one semester showed larger synchronous-learning effect sizes than semester-or-longer courses¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Shorter duration also yielded larger effect sizes in the synchronous-versus-face-to-face affective condition (Q = 14.019, p < .001), but duration did not moderate the synchronous-versus-face-to-face cognitive condition. → Florence Martin 2021

Evidence¶

Florence Martin 2021¶

Florence Martin, Ting Sun, Murat Turk, and Albert D. Ritzhaupt. (2021). 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, Volume 22, Number 3. https://www.irrodl.org/index.php/irrodl

q2 · i? · quant-synthesis · r3

Mixed-effects moderator analysis on the synchronous-vs-face-to-face affective condition. By contrast, the article reports course duration "did not moderate effect size under the condition of synchronous vs. face-to-face with cognitive outcomes" — a mixed pattern across conditions.

"On the condition of synchronous vs. face-to-face with affective outcomes, it was found that effect sizes varied as a function of course duration with shorter duration (i.e., less than one semester) having larger effect size estimates than the duration of one semester or longer (Q-value = 14.019, p < .001)."

Discussion¶

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