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Differences in Classroom Versus Online Exam Performance Due to Asynchronous Discussion
ARTICLE

Online Learning Journal Volume 18, Number 2, ISSN 2472-5730

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.

Citation

Jorczak, R. (2014). Differences in Classroom Versus Online Exam Performance Due to Asynchronous Discussion. Online Learning Journal, 18(2),. Retrieved May 21, 2019 from .

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