Interactive synchronous lessons yielded larger effects than lectures for affective outcomes versus asynchronous learning¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q2
Currency · newest study 2021 · 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? In the synchronous-versus-asynchronous affective condition, interactive lessons had an effect size estimate statistically significantly larger than lectures and than the unknown 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 · r2
Mixed-effects moderator analysis on the synchronous-vs-asynchronous affective condition within the meta-analysis. The article reports that when "SOL used interactive lessons instead of lecturing, it had significantly positive medium effect on students’ affective outcomes"; no standardized effect size is printed for the moderator contrast.
"Interactive lessons had an effect size estimate statistically significantly larger than lectures (Q -value = 10.756, p = .001) and unknown condition (Q -value = 4.045, p = .044)."
Discussion¶
Related Claims¶
- Synchronous online learning did not significantly affect affective outcomes compared with asynchronous online learning (g = 0.32, p = .051) — related
- Synchronous online discussions produce higher behavioral, emotional, and cognitive engagement than asynchronous online discussions in online math courses — related
- The time students had to prepare responses before interacting was connected with all three dimensions of online learner engagement across asynchronous, synchronous, and quasi-synchronous debates — related
- Courses shorter than one semester showed larger synchronous-learning effect sizes than semester-or-longer courses — related
- Learner level and discipline moderated effect sizes, with graduate/professional learners and the education discipline showing larger estimates — related
- Synchronous online learning significantly and positively impacts cognitive outcomes compared with asynchronous online learning (g = 0.37) — related
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