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ERIC Number: ED513632
Record Type: Non-Journal
Publication Date: 2008
Pages: 139
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1092-3878-5
A Study of Synchronous and Asynchronous Learning Environments in an Online Course and Their Effect on Retention Rates
Kyger, Jackie W.
ProQuest LLC, Ed.D. Dissertation, Texas A&M University - Kingsville
The purpose of this study was to examine existing data to determine if a significant difference existed between student evaluations from an online asynchronous and an online synchronous learning environment, as well as their impact on retaining students. The data available were from a national online university that serves students across the United States. That national online university's survey was a preexisting course assessment instrument. This study evaluated the student retention central score of the synchronous group and the student retention central score of the asynchronous group. The specific categories of the existing course evaluation data utilized in this study were: Positive Regard (PR), Enthusiasm (E), Practical And Relevant (PAR), Clear Delivery (CD), Timely Feedback (TF), Overall Instructor Rating (01R), Individual Value Score (IVS), Overall Course Objective Score (OCOS), and Composite (C). The student population for this research consisted of freshman students from a 100-level, Introduction to Computer Applications course. This study was conducted utilizing scientific investigations of quantitative data analysis properties and their relationships. Analyses of variances (ANOVA) and the Mann-Whitney "U" tests were used to assess differences in the central scores between those courses with synchronous lectures and those without synchronous lectures, as well as their effect on retention. If the two variables of interest were categorical in nature, then the nonparametric Mann-Whitney "U" statistics for testing the relationship between the two variables was conducted. The quantitative data was statistically analyzed using SPSS version 12.0 edition to test for significant differences between the responses from students in the synchronous course and the responses from students in the asynchronous course. Based on the quantitative analysis findings, the student's perception in the synchronous group did not significantly differ from the student's perception in the asynchronous group, with two categorical exceptions: Clear Delivery (CD) and Enthusiasm (E). These two categories performed significantly better according to the synchronous group. The central scores of the other categories, Positive Regard (PR), Practical And Relevant (PAR), Timely Feedback (TF), Overall Instructor Rating (OIR), Individual Value Score (IVS), Overall Course Objective Score (OCOS), and Composite (C) did perform better in the synchronous group, but did not demonstrate significant differences. There was no significant difference in student retention between the synchronous and asynchronous group. Both groups returned retention scores above 80%. Knowledge gained from the study may provide insightful information about synchronous and asynchronous online learning environments, as they serve online students. The findings could improve the online delivery methods that are currently presented at the university where the research was conducted. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A