A Meta-Analysis on the Effects of Synchronous Online Learning on Cognitive and Affective Educational Outcomes

Synchronous online learning (SOL) provides an opportunity for instructors to connect in real-time with their students though separated by geographical distance. This meta-analysis examines the overall effect of SOL on cognitive and affective educational outcomes, while using asynchronous online lea...

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Autores principales:	Florence Martin, Ting Sun, Murat Turk, Albert Ritzhaupt
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2021
Materias:	synchronous online learning meta-analysis face-to-face asynchronous affective Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/15d0cf09da98425994ad817f980336f2
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id	oai:doaj.org-article:15d0cf09da98425994ad817f980336f2
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spelling	oai:doaj.org-article:15d0cf09da98425994ad817f980336f22021-12-02T19:20:52ZA Meta-Analysis on the Effects of Synchronous Online Learning on Cognitive and Affective Educational Outcomes 10.19173/irrodl.v22i3.52631492-3831https://doaj.org/article/15d0cf09da98425994ad817f980336f22021-05-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/5263https://doaj.org/toc/1492-3831 Synchronous online learning (SOL) provides an opportunity for instructors to connect in real-time with their students though separated by geographical distance. This meta-analysis examines the overall effect of SOL on cognitive and affective educational outcomes, while using asynchronous online learning or face-to-face learning as control groups. The effects are also examined for several moderating methodological, pedagogical, and demographical factors. Following a systematic identification and screening procedure, we identified 19 publications with 27 independent effect sizes published between 2000 and 2019. Overall, there was a statistically significant small effect in favor of synchronous online learning versus asynchronous online learning for cognitive outcomes. However, the other models were not statistically significant in this meta-analysis. The effect size data were normally distributed and significantly moderated by course duration, instructional method, student equivalence, learner level, and discipline. Implications for educational practice and research are included. Florence MartinTing SunMurat TurkAlbert RitzhauptAthabasca University Pressarticlesynchronousonline learningmeta-analysisface-to-faceasynchronousaffectiveSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 22, Iss 3 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	synchronous online learning meta-analysis face-to-face asynchronous affective Special aspects of education LC8-6691
spellingShingle	synchronous online learning meta-analysis face-to-face asynchronous affective Special aspects of education LC8-6691 Florence Martin Ting Sun Murat Turk Albert Ritzhaupt A Meta-Analysis on the Effects of Synchronous Online Learning on Cognitive and Affective Educational Outcomes
description	Synchronous online learning (SOL) provides an opportunity for instructors to connect in real-time with their students though separated by geographical distance. This meta-analysis examines the overall effect of SOL on cognitive and affective educational outcomes, while using asynchronous online learning or face-to-face learning as control groups. The effects are also examined for several moderating methodological, pedagogical, and demographical factors. Following a systematic identification and screening procedure, we identified 19 publications with 27 independent effect sizes published between 2000 and 2019. Overall, there was a statistically significant small effect in favor of synchronous online learning versus asynchronous online learning for cognitive outcomes. However, the other models were not statistically significant in this meta-analysis. The effect size data were normally distributed and significantly moderated by course duration, instructional method, student equivalence, learner level, and discipline. Implications for educational practice and research are included.
format	article
author	Florence Martin Ting Sun Murat Turk Albert Ritzhaupt
author_facet	Florence Martin Ting Sun Murat Turk Albert Ritzhaupt
author_sort	Florence Martin
title	A Meta-Analysis on the Effects of Synchronous Online Learning on Cognitive and Affective Educational Outcomes
title_short	A Meta-Analysis on the Effects of Synchronous Online Learning on Cognitive and Affective Educational Outcomes
title_full	A Meta-Analysis on the Effects of Synchronous Online Learning on Cognitive and Affective Educational Outcomes
title_fullStr	A Meta-Analysis on the Effects of Synchronous Online Learning on Cognitive and Affective Educational Outcomes
title_full_unstemmed	A Meta-Analysis on the Effects of Synchronous Online Learning on Cognitive and Affective Educational Outcomes
title_sort	meta-analysis on the effects of synchronous online learning on cognitive and affective educational outcomes
publisher	Athabasca University Press
publishDate	2021
url	https://doaj.org/article/15d0cf09da98425994ad817f980336f2
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A Meta-Analysis on the Effects of Synchronous Online Learning on Cognitive and Affective Educational Outcomes

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