Synchronous and Asynchronous Learning in the Online Environment: Perceived Benefits and Implications for Program Evaluation

• In Event: Poster Session 14
  In Poster Session: Instructional Technology SIG Poster Session: Online and E-Learning

Abstract

The purpose of this study was to examine cognitive presence, teaching presence, social presence, perceived learning, and student satisfaction in both synchronous enhanced and asynchronous online courses. Additionally, it was deemed important to explore students’ perceptions of the synchronous distance learning environment. Results of an end-of-course survey revealed higher mean estimates in the synchronous group for all of the aforementioned constructs of interest. Results of the semi-structured interviews suggest the emergence of four key themes in the synchronous learning environment: direct instruction, collaboration, clarification, and interaction. Implications for practice and future research will be discussed.

Authors

• Kimberly M. Wheeler, University of South Florida

• Kris Y. Hogarty, University of South Florida

• Ann E. Barron, University of South Florida