Learning and Motivation in Synchronous and Asynchronous Online Education: A Meta-Analytic Review

• In Event: Self-Regulated Learning and Motivation in Technology-Enhanced Environments

Abstract

This meta-analysis compares learning and motivation across three modalities: synchronous online learning (SOL), asynchronous online learning, and traditional face-to-face education in classrooms. The goal was to examine how effective SOL was compared to other modalities in improving affective (attitudes, satisfaction, self-efficacy, interest) and cognitive outcomes (declarative knowledge, procedural skills). Following the PRISMA guidelines, the results suggest that synchronous online learning is more effective than control conditions in promoting affective (Hedges’ gc=0.24) and cognitive (gc=0.50) learner outcomes. The positive effect of SOL was most pronounced when compared to waitlist conditions and asynchronous education programs and when affective outcomes were measured as self-efficacy beliefs. We discuss educational implications and future research directions related to the instructional design of synchronous online education.

Author

• Andreas Gegenfurtner, University of Augsburg