Learner level and discipline moderated effect sizes, with graduate/professional learners and the education discipline showing larger estimates¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2–r3 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Learner level did not moderate cognitive-outcome conditions, but for affective outcomes the graduate/professional effect size was statistically significantly larger than the undergraduate comparison in both conditions. → Florence Martin 2021 q2 i? The discipline of education had a statistically significantly larger effect size estimate than other disciplines in three of the four conditions; discipline did not moderate the synchronous-versus-face-to-face cognitive condition. → Florence Martin 2021 (2)

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 comparing undergraduate with graduate/professional learner levels across the meta-analysis's four conditions. The contrast was significant only for affective outcomes; no standardized effect size is printed.

"Although none of the effect sizes was significant, the effect size for graduate/professional was statistically significantly larger than the undergraduate comparison for both conditions (Q-value = 7.732, p = .005 for asynchronous, and Q-value = 10.570, p = .001 for face-to-face)."

Florence Martin 2021 (2)¶

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 cognitive condition; the article reports parallel significant discipline differences for the asynchronous-affective (Q = 16.773, p < .001) and face-to-face-affective (Q = 15.904, p < .001) conditions, but no moderation for face-to-face cognitive outcomes.

"results revealed that effect sizes varied as a function of discipline, with the discipline of education having a statistically significantly larger effect size estimate than other disciplines (Q-value = 18.738, p < .001)."

Discussion¶

Related Claims¶

• Subject discipline significantly moderates CSCL script effects on collaboration skills, while study duration and measurement level do not significantly moderate effects — related
• Synchronous online learning did not significantly affect affective outcomes compared with asynchronous online learning (g = 0.32, p = .051) — related
• Synchronous online learning was statistically comparable to face-to-face learning for both cognitive and affective outcomes — related
• Non-random assignment studies showed larger synchronous-learning effect sizes than random-assignment studies — related
• Interactive synchronous lessons yielded larger effects than lectures for affective outcomes versus asynchronous learning — related
• Courses shorter than one semester showed larger synchronous-learning effect sizes than semester-or-longer courses — related
• Synchronous online learning significantly and positively impacts cognitive outcomes compared with asynchronous online learning (g = 0.37) — related