Abstract
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.
| Original language | English (US) |
|---|---|
| Journal | Journal of Asynchronous Learning Network |
| Volume | 18 |
| Issue number | 2 |
| DOIs | |
| State | Published - 2014 |
Bibliographical note
Copyright:Copyright 2020 Elsevier B.V., All rights reserved.
Keywords
- Asynchronous discussion
- CSCL
- Collaborative learning
- Computer supported collaborative learning
- Cooperative learning
- Discussion
- Learning environments
- Online discussion
- Online instruction
- Online learning