A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: The impact of motivation.
With the increased affordances of synchronous communication tools, more opportunities for online learning to resemble face-to-face settings have recently become available. However, synchronous communication does not afford as much time for reflection as asynchronous communication. Therefore, a combi...
| Published in: | Journal of Computer Assisted Learning Vol. 30; no. 1; pp. 30 - 51 |
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| Main Authors: | , , , |
| Format: | pictorial research tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Feb2014
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104133195&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104133195 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2014 vid: 30 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104133195 93630364 10.1111/jcal.12020 104133195 ppf: 30 ppct: 21 formats: tig: atl: A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: The impact of motivation. aug: au: Giesbers, B. Rienties, B. Tempelaar, D. Gijselaers, W. affil: Department of Educational Research and Development, School of Business and Economics, Maastricht University sug: subj: Learning Methods Computer-Assisted Instruction Internet Communication Methods Motivation Education, Non-Traditional Videoconferencing Human Models, Theoretical Students, Undergraduate Netherlands Questionnaires Female Male Content Analysis Interrater Reliability Coefficient alpha Scales Chi Square Test Spearman's Rank Correlation Coefficient Mann-Whitney U Test Effect Size Multiple Regression Young Adult Female Male ab: With the increased affordances of synchronous communication tools, more opportunities for online learning to resemble face-to-face settings have recently become available. However, synchronous communication does not afford as much time for reflection as asynchronous communication. Therefore, a combination of synchronous and asynchronous communication in e-learning would seem desirable to optimally support learner engagement and the quality of student learning. It is still an open question though, how to best design online learning with a blend of synchronous and asynchronous communication opportunities over time. Few studies have investigated the relationship between learners' actual use of synchronous and asynchronous communication over time. Therefore, this study addressed that relationship in an online course ( N = 110), taking into account student motivation, and employing a dynamic inter-temporal perspective. In line with our assumptions, we found some support for the expected association between autonomous motivation and engagement in asynchronous and synchronous communication, be it restricted primarily to the first course period. Also, positive relations between engagement in synchronous and asynchronous communication were found, with the strongest influence from using asynchronous to synchronous communication. This study adds to the knowledge base needed to develop guidelines on how synchronous communication can be combined with asynchronous learning. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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