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ERIC Number: EJ1119185
Record Type: Journal
Publication Date: 2016
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1055-3096
Automated Feedback as a Convergence Tool
Chenoweth, Tim; Corral, Karen; Scott, Kit
Journal of Information Systems Education, v27 n1 p7-15 Win 2016
This study evaluates two content delivery options for teaching a programming language to determine whether an asynchronous format can achieve the same learning efficacy as a traditional lecture (face-to-face) format. We use media synchronicity theory as a guide to choose media capabilities to incorporate into an asynchronous tutorial used asynchronously. We conducted an experiment with 49 students from three classes of a web development class at an American university. Our results suggest that an asynchronous tutorial can achieve the same learning outcomes as a traditional lecture format by using automated feedback for convergence. Somewhat surprisingly, we found that performance did not improve when students received both the tutorial and the lecture. Our results demonstrate that technical material can be effectively delivered asynchronously.
Journal of Information Systems Education. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A