Synchronous vs. Asynchronous Discussion in a Hybrid Undergraduate Course PROCEEDINGS
Amy K. Landers, Richard N. Landers, University of Minnesota, Twin Cities, 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), Chesapeake, VA
Comparisons of synchronous and asynchronous instructional techniques are often obfuscated by poor quasi-experimental design. It is often impossible to distinguish between true differences due to synchronicity and spurious effects due to differences in the samples assigned to each condition. The present study offers a carefully designed experimental field study in the differences in outcomes for undergraduates enrolled in a hybrid/blended course, incorporating elements of traditional instruction and web-based instruction. Half of participants are assigned to synchronous chat room discussion groups while the other half are assigned to asynchronous discussion board groups. Interactions between condition and personality are explored.
Landers, A.K. & Landers, R.N. (2008). Synchronous vs. Asynchronous Discussion in a Hybrid Undergraduate Course. 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. 2866-2869). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).
© 2008 AACE