A Meta-Analysis on the Effects of Synchronous Online Learning on Cognitive and Affective Educational Outcomes

• Published in: International review of research in open and distance learning Vol. 22; no. 3; pp. 205 - 242
• Main Authors: Martin, Florence, Sun, Ting, Turk, Murat, Ritzhaupt, Albert D.
• Format: Journal Article
• Language: English
• Published: Athabasca Athabasca University Press (AU Press) 01.08.2021; International Review of Research in Open and Distance Learning; Athabasca University Press
• Subjects: Academic Achievement; affective; asynchronous; Asynchronous Communication; Computer Mediated Communication; Control Groups; Conventional Instruction; Critical thinking; Curricula; Data Analysis; Distance Education; Distance learning; Educational materials; Effect Size; Electronic Learning; face-to-face; Instructional Effectiveness; Meta Analysis; Online instruction; online learning; Outcomes of Education; Pedagogy; Periodicals; Standardized Tests; synchronous; Synchronous Communication; Teaching methods; Thinking Skills; Variables; Web Based Instruction
• ISSN: 1492-3831; 1492-3831
• DOI: 10.19173/irrodl.v22i3.5263

Synchronous online learning (SOL) provides an opportunity for instructors to connect in real-time with their students though separated by geographical distance. This meta-analysis examines the overall effect of SOL on cognitive and affective educational outcomes, while using asynchronous online learning or face-to-face learning as control groups. The effects are also examined for several moderating methodological, pedagogical, and demographical factors. Following a systematic identification and screening procedure, we identified 19 publications with 27 independent effect sizes published between 2000 and 2019. Overall, there was a statistically significant small effect in favor of synchronous online learning versus asynchronous online learning for cognitive outcomes. However, the other models were not statistically significant in this meta-analysis. The effect size data were normally distributed and significantly moderated by course duration, instructional method, student equivalence, learner level, and discipline. Implications for educational practice and research are included.