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A taxonomy of asynchronous online education: Establishing the phenomenon

, Illinois State University, United States

Illinois State University . Awarded


There exists a history of comparing the teaching and learning outcomes of a traditional face-to-face (F2F) classroom with varying forms of Asynchronous Online Education (AOE) teaching methods. Much work has been invested in directly comparing these two methodologies using traditional indicators of effectiveness such as major metrics, types of interaction, learning style, and the level to which students perceive effectiveness. There exist a number of phenomena, however, that are unique and essential to AOE that are not necessarily present in F2F education.

The purpose of this study was to develop a taxonomy of AOE that systematically organizes AOE phenomena found in the literature. This taxonomy would be a first attempt to provide a useful tool to facilitate communication about these phenomena, assist instructional designers in creating online educational programs that include these phenomena, provide standardized criteria for evaluating the effectiveness of AOE, and provide a tool for policy and decision-making in higher education for issues such as curriculum development, evaluation instruments, and instructional innovations.


Fansler, K.W. A taxonomy of asynchronous online education: Establishing the phenomenon. Ph.D. thesis, Illinois State University. Retrieved December 6, 2020 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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