Effectiveness of Asynchronous and Synchronous Modes for Learning Computer Software for End Users: An Experimental Investigation

In 1991, organizational learning and use of IS technologies ranked fifth in a list of 20 critical IS management issues in the U.S.A. Globally, this issue ranked first in 1989 in Hong Kong, fifth in Singapore in 1987, and sixth in India during 1988. Knowledge of and skills in the use of office automation software like word processing, spreadsheet, and database represent the basic computer literacy requirements for the end users. Both academic institutions and corporations have been investing a significant amount of time and dollars to provide the necessary education in the use of this software. Research that can systematically and scientifically determine cost effective approaches to impart this software education has the potential of a phenomenal payoff. This paper (a) Delineates four approaches – traditional, asynchronous, delayed, and synchronous – to impart computer software education in a group setting, (b) Articulates and develops instruments to measure three relatively distinct areas of computer software knowledge and skills – memory recall, critical thinking, and computing literacy, (c) describes the research methodology developed to collect data, and (d) Analyzes data to compare and contrast the effectiveness of the asynchronous and synchronous modes for spreadsheet software (excel) education. The findings are: (a) Both asynchronous and synchronous approaches individually contribute to improving memory recall, critical thinking, and computing literacy; (b) there is no evidence to suggest that either mode is superior in contributing to this improvement, and (c) the end-users find synchronous mode and asynchronous mode as equally satisfying for learning spreadsheet software.