Teacher-student online interaction pattern significantly moderates blended instruction effects, with synchronous + asynchronous interaction largest (SMD = 1.189) and absence of interaction smallest (SMD = 0.130)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr?·q3
Currency · newest study 2022 · 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.
q3 i? Effect sizes differ significantly across interaction patterns (p = 0.000), with synchronous + asynchronous interaction (1.189) and synchronous interaction (1.134) largest, asynchronous interaction moderate (0.521), and absence of interaction smallest (0.130). → Li 2022
Evidence¶
Li 2022¶
Li, B., Yu, Q., & Yang, F. (2022). The effect of blended instruction on student performance: A meta-analysis of 106 empirical studies from China and abroad. Best Evidence in Chinese Education, 10(2):1395-1403. https://doi.org/10.15354/bece.22.ar018
q3 · i? · quant-synthesis · r?
Moderator analysis grouping teacher-student online interactions into four patterns across the pooled studies. The between-group test (p = 0.000 < 0.05) indicates "significant difference in the effects of distinct teacher-student online interactive patterns on student learning performance".
"SMDs for synchronous + asynchronous interaction, synchronous interaction, asynchronous interaction, and absence of interaction are 1.189, 1.134, 0.521, and 0.130 respectively, which means that synchronous + asynchronous interaction and synchronous interaction have the most significant effects in promoting student learning performance"
Discussion¶
Related Claims¶
- Blended instruction effects are above moderate in all class sizes, largest for 51-100 students (SMD = 0.752), with no significant between-group difference — related
- Online teaching proportion significantly moderates effects, with 50% online composition yielding the largest effect (SMD = 0.792) and both extremes the smallest — related
- LIWC analysis shows synchronous messages carry more social and emotional language while asynchronous notes carry more cognitive-processing language — related
- Synchronous private messages are shorter, easier to read, and use fewer academic words than asynchronous notes in dual-mode online courses — related
- Introductory face-to-face meetings are the dominant strategy for stimulating social interaction in blended learning — related
- Teaching period significantly moderates blended instruction effects, with one to three months producing the largest effect (SMD = 0.845) — related
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