Synchronous online students' learning performance scores were greater than face-to-face students' scores for all learner categories except Convergers was not statistically significant¶
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? Although not statistically significant, synchronous online students' learning performance scores were greater than face-to-face students' scores for all categories of learners except Convergers. → 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
In the six-section quasi-experiment's descriptive statistics (Tables 6 and 7), synchronous online groups' mean scores were descriptively higher for Accommodating and Assimilating categories, but the article states these differences were "not statistically significant". No effect size or test statistic is printed for these contrasts.
"Although not statistically significant, synchronous online students’ learning performance scores were greater than face-to-face students’ scores for all categories of learners except Conve rgers."
Discussion¶
Related Claims¶
- Assimilator students score significantly higher on the open-ended design project in synchronous online delivery than Assimilator face-to-face students — reports the opposite
- Converger students earn significantly higher final course grades in synchronous online engineering graphics instruction than Converger face-to-face students — reports the opposite
- Converger students score significantly higher on the open-ended design project in synchronous online delivery than Converger face-to-face students — reports the opposite
- The Converging learning style dominates among mechanical engineering graphics students in both synchronous online and face-to-face sections — related
- Synchronous online learning was statistically comparable to face-to-face learning for both cognitive and affective outcomes — related
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