Differences in Classroom Versus Online Exam Performance Due to Asynchronous Discussion

Authors

  • Robert Jorczak University of Minnesota

DOI:

https://doi.org/10.24059/olj.v18i2.408

Keywords:

online instruction, online learning, asynchronous discussion, computer supported collaborative learning, CSCL, online discussion, learning environments, collaborative learning, cooperative learning, discussion

Abstract

This study compares undergraduate student exam performance of classroom and online course sections that have nearly identical instructional designs. The sections differed only in lecturing and peer discussion activities that are typical differences of classroom and online instruction. Classroom discussion activities were synchronous speech and online discussion were asynchronous text. Composite mean exam scores show a large effect size difference that is statistically significant. Results suggest that asynchronous peer-to-peer discussion is more effective than traditional classroom lecture-discussion for undergraduate students.

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Published

2014-06-20

Issue

Vol. 18 No. 2 (2014)

Section

Online Discussion Analyses

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