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Synchronous and Asynchronous Online Delivery: How Much Interaction in E-learning is Enough in Higher Education?
PROCEEDINGS

, , Ashland University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, Nevada, USA ISBN 978-1-880094-66-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This action based research attempted to address the lack of research focusing on students’ perceptions of synchronous and asynchronous modes of instructional and information delivery in an e-learning environment. Two instructors from Ashland University’s college of education designed a mixed methods approach utilizing quantitative responses and narrative reflections to investigate students’ expectations and needs as a learner in an e-learning environment. Participants were graduate and undergraduate students from the college of education taking a web-based educational technology integration course. The results ascertained a significantly positively correlation between student expectations, instructor and peer interactions, and the learning community.

Citation

Ellis, J. & Romano, D. (2008). Synchronous and Asynchronous Online Delivery: How Much Interaction in E-learning is Enough in Higher Education?. In C. Bonk, M. Lee & T. Reynolds (Eds.), Proceedings of E-Learn 2008--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2615-2620). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 25, 2019 from .

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