ERIC Number: EJ1443384
Record Type: Journal
Publication Date: 2024
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1049-4820
EISSN: EISSN-1744-5191
Effectiveness of Synchronous and Asynchronous Online Learning: A Meta-Analysis
Hang Zeng; Jiutong Luo
Interactive Learning Environments, v32 n8 p4297-4313 2024
Distance learning and online learning have become the new educational paradigm. Based on synchronicity, online learning environments can be classified into synchronous and asynchronous online learning. However, previous evidence demonstrating the effects of these two online learning modalities on students' academic achievement has been contradictory. The current meta-analysis study pooled the observed effect sizes from previous research and addressed the following two research questions: (1) Which online learning format (synchronous or asynchronous) generates stronger learning effects? (2) Do the effects vary by the disciplinary field and educational level in which the learning is carried out? A systematic search of studies published between 2002 and 2022 was conducted. A total of 14 studies with 1,098 participants for the synchronous learning condition and 804 participants for the asynchronous learning condition met the study selection criteria. The results showed that asynchronous learning was more effective in promoting student knowledge than synchronous online learning, but the effect was trivial in size. The overall effect size was largely invariant across educational levels and disciplines. The implications of this study are also discussed.
Descriptors: Distance Education, Electronic Learning, Asynchronous Communication, Synchronous Communication, Blended Learning, Instructional Effectiveness, Learning, Student Development, Comparative Testing
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Data File: URL: https://osf.io/hq6gv/