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ERIC Number: EJ988468
Record Type: Journal
Publication Date: 2012
Pages: 12
Abstractor: As Provided
Reference Count: 24
ISSN: ISSN-1436-4522
Cyber Asynchronous versus Blended Cyber Approach in Distance English Learning
Ge, Zi-Gang
Educational Technology & Society, v15 n2 p286-297 2012
This study aims to compare the single cyber asynchronous learning approach with the blended cyber learning approach in distance English education. Two classes of 70 students participated in this study, which lasted one semester of about four months, with one class using the blended approach for their English study and the other only using the cyber asynchronous approach. Students' final scores were collected and processed at the end of the semester. The null hypothesis was that there would be no significant differences in the outcomes of the two approaches. But the data obtained repudiates the null hypothesis and shows that although both approaches improved students' performance, the blended approach could bring a significantly better result for adult e-learners in their English study than the single cyber asynchronous approach. The questionnaire survey at the end of the study indicates that cyber synchronous learning can provide students with some unique help which cannot be obtained in cyber asynchronous learning. (Contains 7 tables.)
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China