Synchronous online learning did not significantly affect affective outcomes compared with asynchronous online learning (g = 0.32, p = .051)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3·i1small
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
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Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i1 Across eleven studies, the pooled effect of synchronous versus asynchronous online learning on affective outcomes was positive but not statistically significant, with the confidence interval overlapping zero. → 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
q3 · i1 · quant-synthesis · r2
Random-effects meta-analysis of eleven studies comparing synchronous with asynchronous online learning on affective outcomes (satisfaction, emotions, attitudes, motivation). The pooled g = 0.32 was marginal (p = .051); equivalence was not tested. Heterogeneity was significant (Q = 50.19, p < .001).
"The results of the weighted average applying a random model revealed that SOL did not have a statistically significant effect on affective outcomes (g = 0.32, p = .051), with a 95% confidence interval of -0.001 to 0.641."
Discussion¶
Related Claims¶
- Interactive synchronous lessons yielded larger effects than lectures for affective outcomes versus asynchronous learning — related
- Synchronous online learning significantly and positively impacts cognitive outcomes compared with asynchronous online learning (g = 0.37) — related
- Learner level and discipline moderated effect sizes, with graduate/professional learners and the education discipline showing larger estimates — related
- Non-random assignment studies showed larger synchronous-learning effect sizes than random-assignment studies — related
- Synchronous online learning was statistically comparable to face-to-face learning for both cognitive and affective outcomes — related
- Synchronous online discussions produce higher behavioral, emotional, and cognitive engagement than asynchronous online discussions in online math courses — related
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