Differences in Classroom versus Online Exam Performance Due to Asynchronous Discussion.

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.

[1]  Jacob Cohen.  Statistical Power Analysis for the Behavioral Sciences , 1969, The SAGE Encyclopedia of Research Design.

[2]  Judith C. Lapadat,et al.  Written Interaction: A Key Component in Online Learning , 2006, J. Comput. Mediat. Commun..

[3]  Richard M. Shiffrin,et al.  Models of Memory , 2002 .

[4]  Robert L. Jorczak.  An information processing perspective on divergence and convergence in collaborative learning , 2011, Int. J. Comput. Support. Collab. Learn..

[5]  Robert M. Bernard,et al.  How Does Distance Education Compare With Classroom Instruction? A Meta-Analysis of the Empirical Literature , 2004 .

[6]  Robert A. Wisher,et al.  THE COMPARATIVE EFFECTIVENESS OF WEB-BASED AND CLASSROOM INSTRUCTION: , 2006 .

[7]  Robert L. Jorczak,et al.  The effect of task characteristics on conceptual conflict and information processing in online discussion , 2009, Comput. Hum. Behav..

[8]  Brian Webb,et al.  Evaluating the Quality of Learning in Computer Supported Co-Operative Learning , 1997, J. Am. Soc. Inf. Sci..

[9]  Ulrike Cress,et al.  A systemic and cognitive view on collaborative knowledge building with wikis , 2008, Int. J. Comput. Support. Collab. Learn..

[10]  D. Randy Garrison,et al.  Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education , 1999, Internet High. Educ..

[11]  Robert M. Bernard,et al.  A Meta-Analysis of Three Types of Interaction Treatments in Distance Education , 2009 .

[12]  Marilyn K. Potts,et al.  Going the Distance , 2000 .

[13]  Stephen M. Corey,et al.  Learning from lectures vs. learning from readings. , 1934 .

[14]  I. E. Allen,et al.  Going the Distance: Online Education in the United States, 2011. , 2011 .

[15]  Lisa Kirtman.  Online Versus In-Class Courses: An Examination of Differences in Learning Outcomes , 2009 .

[16]  Differences between Online and Traditional Students: A Study of Motivational Orientation, Self-Efficacy, and Attitudes. , 2006 .

[17]  Barbara Means,et al.  Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies , 2009 .

[18]  R. Clark.  Media will never influence learning , 1994 .

[19]  Michael J. Baker,et al.  Argumentation, Computer Support, and the Educational Context of Confronting Cognitions , 2003 .