Synchronous online learning significantly and positively impacts cognitive outcomes compared with asynchronous online learning (g = 0.37)¶
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
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 i1 Across seven primary studies, synchronous online learning produced a small but statistically significant advantage over asynchronous online learning for cognitive outcomes under a random-effects model. → 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 seven studies comparing synchronous with asynchronous online learning on cognitive outcomes, from a corpus of 19 primary studies. The pooled Hedges' g = 0.37 was significant, and "the significant Q-value suggests that the true effect sizes were heterogeneous across studies (Q-value = 28.63, p < .001)".
"The results of the weighted average applying a random model revealed a statistically significant effect size (g = 0.37, p = .02), with a 95% confidence interval of 0.055 to 0.679, indicating that SOL significantly and positively impacted students’ cognitive outcomes."
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
- Non-random assignment studies showed larger synchronous-learning effect sizes than random-assignment studies — related
- Synchronous online discussions improve self-regulation more than asynchronous online discussions — related
- Synchronous online learning was statistically comparable to face-to-face learning for both cognitive and affective outcomes — related
- Learner level and discipline moderated effect sizes, with graduate/professional learners and the education discipline showing larger estimates — related
- Students communicate more frequently but with lower-quality content in the synchronous chat room than in the asynchronous discussion forum — related
- Interactive synchronous lessons yielded larger effects than lectures for affective outcomes versus asynchronous learning — related
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