The measurement of connectivist and constructivist learning modalities using triostatistical analytical methods: comparing online asynchronous and synchronous instructional strategies via in-depth tri–squared analysis and analytics

NCCU Author/Contributor (non-NCCU co-authors, if there are any, appear on document)
James Osler, Professor (Creator)
MARK A. WRIGHT (Contributor)
North Carolina Central University (NCCU )
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Abstract: ABSTRACT The narrative in this paper focuses on a discourse by the authors regarding the ideal method of delivery for online instruction. A research study was conducted with 20 experienced online learners who also happened to have experience with online instructional design. The outcomes of the study provide insight regarding the preferred method of online instructional delivery. Primarily it was determined that: a.) Distance Education as a method of instructional delivery is perceived by the majority of students taking online courses as an opportune way of achieving their educational goals; and b.) Graduate students who work full-time are sometimes limited in their choices of programs they can earn a degree in to maximize their career aspirations. Additionally, the study looked at synchronous versus asynchronous online learning as two course delivery methods used in distance education (to see which one was preferred by graduate students who participated in the study as they worked full-time). The literature that supports the study supported both methodologies for different reasons. Asynchronous online courses are preferred by those who seek a more flexible school schedule and synchronous online courses are preferred by those who prefer live interactions between the instructor and the student.

Additional Information

-manager’s Journal of Educational Technology
Language: English
Date: 2020
Asynchronous, Community of Inquiry, Connectivist, Constructivist, Distance Education Courses, Inquiry, Mode of Course Delivery, Online Learning, Synchronous, Tri–Squared Analysis, Tri–Squared Test

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