دورية أكاديمية
Asynchronous Online Instruction Leads to Learning Gaps When Compared to a Flipped Classroom
| العنوان: | Asynchronous Online Instruction Leads to Learning Gaps When Compared to a Flipped Classroom |
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| اللغة: | English |
| المؤلفون: | Jensen, Jamie (ORCID |
| المصدر: | Journal of Science Education and Technology. Dec 2022 31(6):718-729. |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Descriptors: | Asynchronous Communication, Online Courses, Teaching Methods, Academic Achievement, Flipped Classroom, Instructional Effectiveness, Comparative Analysis, In Person Learning, Instructional Design, Correlation |
| DOI: | 10.1007/s10956-022-09988-7 |
| تدمد: | 1059-0145 1573-1839 |
| مستخلص: | With the gradual shift to online education models that has taken place in recent decades, research has sought to understand the nuances of student performance in an online model in comparison to more traditional in-person modalities. However, the effects of instructional modality have been difficult to determine given the many variables that exist in course design between these methods. In this study, we attempt to determine the efficacy of asynchronous online instruction by comparing two nearly equivalent courses. The first course was a flipped classroom, a recent and well-studied hybrid model of instruction. The second was an asynchronous fully online course that contained all the same instructional elements as the in-person course but lacked any student or instructor interaction. Student performance was tracked at both a highly-selective private institution and an open-enrollment public institution. Results show that students' performance drops in an asynchronous online course compared to an equivalent in-person experience. Several potential hypotheses are put forth to explain a change in performance that can potentially shape the design of online instruction. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الأكسشن: | EJ1351286 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 1059-0145 1573-1839 |
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| DOI: | 10.1007/s10956-022-09988-7 |