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The Quality of Student Learning Experiences in Traditional, Asynchronous, and Synchronous Online Courses
PROCEEDINGS

, Illinois State University, United States ; , Idaho State University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-90-7 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

In this study, student performance and perceptions of the quality of instruction in three separate sessions of a research methods course delivered using a traditional face-to-face format, an asynchronous online format, and a synchronous online format, were compared. The study also attempted to identify the specific factors which make instructional delivery in each system effective for students. Student perceptual data was collected with an online survey. In addition, course assessment data was compared for performance in the three learning environments. The findings from the study help identify the unique teaching strategies that are effective for each format and provides implications for improving pedagogical approaches used in the course in general.

Citation

Kyei-Blankson, L. & Ntuli, E. (2011). The Quality of Student Learning Experiences in Traditional, Asynchronous, and Synchronous Online Courses. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 712-718). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 27, 2022 from .

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