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Synchronous Hybrid E-Learning: Empirical Comparison with Asynchronous and Traditional Classrooms
Abstract
An empirical analysis was conducted to compare synchronous hybrid e-Learning environment with traditional classrooms. Empirical study with 165 students from eight colleges at a large public university was used. The results show (1) contrary to prior research students taking unfamiliar subjects online, in synchronous format, were satisfied; (2) no statistical difference was found in student satisfaction between synchronous online and traditional face-to-face formats; and (3) overall satisfaction, measured by intent to us the same format again, found no statistical difference between the two formats.
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