Synchronous & Asynchronous Virtual Instruction Research

The purpose of this study is to investigate the influence of Experience, Enjoyment, Computer Anxiety, and Self-Efficacy on students’ acceptance of shifting education to distance learning. The study tested and used the adapted General Extended Technology Acceptance Model for E-Learning (GETAMEL) in the context of coronavirus pandemic.

"(pg 887) A number of students found their distance learning classes superior
in terms of promoting student engagement and learning.82 The students
credited the various assessments and activities typical of asynchronous
distance learning for that.83 For in an online, asynchronous distance
learning class, there are typically “‘activities where you could actually
apply what you’re reading or learning [to what] the lecture is on [which]
really helps you learn.’”
84 With such a class, “‘every time you do
something with the class, you’re engaged.’”
85 This is in contrast to the
typical, traditional, in-person class, where “if you know you’re not going
to be on call, [you can] go to class unprepared [and] sit back.”86
"
"(pg 888) Having reviewed all the data, and after conducting all their focus
interviews, the authors concluded that their study shows “that law
students can be just as engaged and learn just as much, if not more, in an
online course as a traditional classroom.”90 They hasten to add that for
this to be so, “an online course and the professor running it must be
organized, offer engaging content and lectures, and provide multiple
opportunities for course assessment and professor feedback.”91"
"(pg 889) Professor Huffman drew the following positive
conclusions:
[E]xperience with online course design and presentation shows two
areas in which the asynchronous online course consistently produce[s]
results that are superior to what can be achieved in the live classroom
setting. First is an interactivity strategy—the use of discussion boards
to achieve substantive engagement among students and between the
professor and the students. Second is an assessment strategy—the use
of formative assessments to ensure student comprehension and adjust
teaching during the semester.98
"

(pg 335) Conclusion: First, there was no significant difference in student satisfaction of their online learning experience in both online groups. Although 93% of the students were first time online users, overall students showed a very positive feeling about their experience in both online groups. Second, there was no significant difference in course grades when comparing the two online groups and to the control group. Although the online groups show a slightly higher grade average, most studies done on distant learning environments showed similar results