Synchronous Hybrid E-Learning: Empirical Comparison with Asynchronous and Traditional Classrooms

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Author(s): Solomon Negash (Kennesaw State University, USA), Michelle Emerson (Kennesaw State University, USA) and John Vandegrieft (Blackstone & Cullen Inc., USA)
Copyright: 2009
Pages: 14
Source title: Information Communication Technologies for Enhanced Education and Learning: Advanced Applications and Developments
Source Author(s)/Editor(s): Lawrence A. Tomei (Robert Morris University, USA)
DOI: 10.4018/978-1-60566-150-6.ch019

Keywords: Distance Education / Education / Educational Technologies / Information Science Reference

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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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Synchronous Hybrid E-Learning: Empirical Comparison with Asynchronous and Traditional Classrooms

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