Open AccessA Meta-Analysis on the Effects of Synchronous Online Learning on Cognitive and Affective Educational Outcomes
Author(s) -
Florence Martin,
Ting Sun,
Murat Turk,
Albert D. Ritzhaupt
Publication year - 2021
Publication title -
international review of research in open and distance learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.436
H-Index - 68
ISSN - 1492-3831
DOI - 10.19173/irrodl.v22i3.5263
Subject(s) - asynchronous communication , distance education , meta analysis , cognition , asynchronous learning , psychology , educational technology , online learning , equivalence (formal languages) , community of inquiry , mathematics education , instructional design , computer science , synchronous learning , teaching method , multimedia , cooperative learning , medicine , computer network , linguistics , philosophy , neuroscience
Synchronous online learning (SOL) provides an opportunity for instructors to connect in real-time with their students though separated by geographical distance. This meta-analysis examines the overall effect of SOL on cognitive and affective educational outcomes, while using asynchronous online learning or face-to-face learning as control groups. The effects are also examined for several moderating methodological, pedagogical, and demographical factors. Following a systematic identification and screening procedure, we identified 19 publications with 27 independent effect sizes published between 2000 and 2019. Overall, there was a statistically significant small effect in favor of synchronous online learning versus asynchronous online learning for cognitive outcomes. However, the other models were not statistically significant in this meta-analysis. The effect size data were normally distributed and significantly moderated by course duration, instructional method, student equivalence, learner level, and discipline. Implications for educational practice and research are included.