An Investigation of the Impact of Asynchronous Online Learning on Student Achievement

Autor/in	Hill, Sylvia
Titel	An Investigation of the Impact of Asynchronous Online Learning on Student Achievement
Quelle	(2009), (114 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1095-3122-0
Schlagwörter	Hochschulschrift; Dissertation; Electronic Learning; Quasiexperimental Design; Student Attitudes; Elementary Education; Academic Achievement; Online Courses; Computer Assisted Instruction; Statistical Analysis; Elementary School Students; Asynchronous Communication; Adults; Educational Environment; Grade 5; Scores; Comparative Analysis; Pretests Posttests; Mathematics Skills; Sample Size; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schülerverhalten; Elementarunterricht; Schulleistung; Online course; Online-Kurs; Computer based training; Computerunterstützter Unterricht; Statistische Analyse; Lernumgebung; Pädagogische Umwelt; Schulumwelt; School year 05; 5. Schuljahr; Schuljahr 05; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	Asynchronous online learning is well documented with adults, but fewer studies of effectiveness have emphasized elementary education learning environments. This study investigated student achievement on the Texas Assessment of Knowledge and Skills (TAKS) test for fifth grade students who had participated in synchronous and asynchronous courses using a quasi-experimental design. TAKS scores were compared using an analysis of covariance to show initial differences in a pretest of targeted mathematic skills, and performance gains on the TAKS were found to be similar for the asynchronous and synchronous online learning groups. Responses to a questionnaire on students' attitudes toward learning in an asynchronous online environment revealed that students shared similar attitudes about working independently and working with assistance from the teacher, regardless of the learning environment. The results of this study indicate that the learning environment (synchronous vs. asynchronous) does not influence student performance on the TAKS, regardless of gender, socio-economic status, or student attitude towards interacting within an asynchronous online learning environment. Generalizing of findings is limited because of the sample size (n=40). Only two groups of students at one elementary school were sampled. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10