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Differences in Classroom Versus Online Exam Performance Due to Asynchronous Discussion ARTICLE

Online Learning Journal Volume 18, Number 2, ISSN 2472-5730 Publisher: The Online Learning Consortium

Abstract

This study compares undergraduate student exam performance of classroom and online course sections that have nearly identical instructional designs. The sections differed only in lecturing and peer discussion activities that are typical differences of classroom and online instruction. Classroom discussion activities were synchronous speech and online discussion were asynchronous text. Composite mean exam scores show a large effect size difference that is statistically significant. Results suggest that asynchronous peer-to-peer discussion is more effective than traditional classroom lecture-discussion for undergraduate students.

Citation

Jorczak, R. (2014). Differences in Classroom Versus Online Exam Performance Due to Asynchronous Discussion. Online Learning Journal, 18(2),. The Online Learning Consortium. Retrieved October 19, 2018 from .

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