The Effect of Synchronous Discussion Sessions in an Asynchronous Course

Autor/inn/en	Farros, Jesslyn N.; Shawler, Lesley A.; Gatzunis, Ksenia S.; Weiss, Mary Jane
Titel	The Effect of Synchronous Discussion Sessions in an Asynchronous Course
Quelle	In: Journal of Behavioral Education, 31 (2022) 4, S.718-730 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-020-09421-2
Schlagwörter	Online Courses; Educational Technology; Instructional Effectiveness; Computer Mediated Communication; Discussion (Teaching Technique); Synchronous Communication; Asynchronous Communication; Masters Programs; Applied Behavior Analysis + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Unterrichtsmedien; Unterrichtserfolg; Computerkonferenz; Magister course; Magisterstudiengang
Abstract	Online learning is extremely prevalent in education, more than ever given the COVID-19 pandemic that has shifted most educational services to an online platform. More specifically, in 2015, close to six million students were taking at least one online learning course, which was 29.7% of all postsecondary students (U.S. Department of Education, National Center for Education Statistics 2018). In 2017, the Online Learning Consortium reported an almost 4% increase in online learning students in 2015 as compared to the previous two years. Although online learning is becoming more prevalent, there has been little to no research to determine what makes online learning most effective. Those that have, either have not compared modalities (i.e., only testing one format) (Sella et al. 2014; Walker and Rehfeldt 2012) or have focused on another aspect of the learning (e.g., does grading anonymously affect performance) (Liu et al. 2018). Determining the components of online learning that lead to better student outcomes will add to the current literature and improve online learning as a whole. The primary purpose of this experiment was to determine what forms of discussion (synchronous vs asynchronous) are most effective in an asynchronous online master-level applied behavior analysis course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01