Which Type of Interpersonal Interaction Better Facilitates College Student Learning in China: On-Campus or Online?

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Abstract

This study compared the effects of synchronous on-campus interaction and asynchronous online interaction on college students’ learning experiences and outcomes in the context of Chinese mainland. A sample of 3999 undergraduate students from a research university participated in the survey. The results, first, indicated that in general the synchronous on-campus interaction generated desirable outcomes and facilitated college students’ learning and development more positively than the asynchronous online interaction in most aspects. In contrast, the asynchronous online interaction fostered student autonomy and creativity, and contributed to students’ accomplishment of in-depth thesis. Meanwhile, the cluster analysis revealed that a large percent of Chinese undergraduates were either digital communicators or passive interactors. Implications of the study are discussed.

Authors

• Hongbiao Yin, Chinese University of Hong Kong

• Lian Shi, Chinese University of Hong Kong

• Genshu Lu, Xi'an Jiaotong University