A comparison of outcomes of virtual school courses offered in synchronous and asynchronous formats Export

@article{citeulike:4505984, abstract = {As part of the formative evaluation of Alabama's pilot of its virtual schooling system (the Alabama ACCESS Distance Learning Program), the Alabama State Department of Education examined outcome data from courses offered in the two distance delivery systems: web-based course management and interactive videoconferencing (IVC). In light of Bernard et al's. [Bernard, R., Abrami, P., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., et al. (2004). How does distance learning compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74 (3), 379–434] recent meta-analysis finding that asynchronous distance environments generally had more positive outcomes than synchronous ones, a comparison of online (asynchronous) and IVC (synchronous) platforms provided an opportunity to explore and shed more light on outcome comparisons between synchronous and asynchronous platforms. Though there were some outcome differences, the dominant finding was of no differences between platforms.}, author = {Roblyer, M. and Freeman, J. and Donaldson, M. and Maddox, M.}, citeulike-article-id = {4505984}, citeulike-linkout-0 = {http://dx.doi.org/10.1016/j.iheduc.2007.08.003}, citeulike-linkout-1 = {http://linkinghub.elsevier.com/retrieve/pii/S109675160700053X}, doi = {10.1016/j.iheduc.2007.08.003}, issn = {10967516}, journal = {The Internet and Higher Education}, keywords = {asynchronous, comparison, k12, online, synchronous}, number = {4}, pages = {261--268}, posted-at = {2009-05-12 21:22:03}, priority = {2}, title = {A comparison of outcomes of virtual school courses offered in synchronous and asynchronous formats}, url = {http://dx.doi.org/10.1016/j.iheduc.2007.08.003}, volume = {10}, year = {2007} }

TY - JOUR ID - citeulike:4505984 L3 - citeulike-article-id:4505984 N2 - As part of the formative evaluation of Alabama's pilot of its virtual schooling system (the Alabama ACCESS Distance Learning Program), the Alabama State Department of Education examined outcome data from courses offered in the two distance delivery systems: web-based course management and interactive videoconferencing (IVC). In light of Bernard et al's. [Bernard, R., Abrami, P., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., et al. (2004). How does distance learning compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74 (3), 379–434] recent meta-analysis finding that asynchronous distance environments generally had more positive outcomes than synchronous ones, a comparison of online (asynchronous) and IVC (synchronous) platforms provided an opportunity to explore and shed more light on outcome comparisons between synchronous and asynchronous platforms. Though there were some outcome differences, the dominant finding was of no differences between platforms. IS - 4 JF - The Internet and Higher Education SN - 10967516 EP - 268 TI - A comparison of outcomes of virtual school courses offered in synchronous and asynchronous formats VL - 10 SP - 261 KW - asynchronous KW - comparison KW - k12 KW - online KW - synchronous AU - Roblyer, M AU - Freeman, J AU - Donaldson, M AU - Maddox, M PY - 2007/// UR - http://dx.doi.org/10.1016/j.iheduc.2007.08.003 ER -