Asynchronous Online Instruction Leads to Learning Gaps When Compared to a Flipped Classroom

With the gradual shift to online education models that has taken place in recent decades, research has sought to understand the nuances of student performance in an online model in comparison to more traditional in-person modalities. However, the effects of instructional modality have been difficult...

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Bibliographic Details
Published in:Journal of science education and technology 2022-12, Vol.31 (6), p.718-729
Main Authors: Jensen, Jamie, Smith, Clara M., Bowers, Robert, Kaloi, Mahealani, Ogden, T. Heath, Parry, Kirkham A., Payne, Joshua S., Fife, Porter, Holt, Emily
Format: Article
Language:English
Subjects:
Academic Achievement
Asynchronous Communication
CAI
Classrooms
Comparative Analysis
Computer assisted instruction
Correlation
Course Content
Distance Education
Education
Educational Technology
Equivalence
Flipped Classroom
In Person Learning
Instructional Design
Instructional Effectiveness
Internet
Online Courses
Online education
Online instruction
School enrollment
Science Education
Students
Study and teaching
Teachers
Teaching Methods
Teaching Models
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Summary:With the gradual shift to online education models that has taken place in recent decades, research has sought to understand the nuances of student performance in an online model in comparison to more traditional in-person modalities. However, the effects of instructional modality have been difficult to determine given the many variables that exist in course design between these methods. In this study, we attempt to determine the efficacy of asynchronous online instruction by comparing two nearly equivalent courses. The first course was a flipped classroom, a recent and well-studied hybrid model of instruction. The second was an asynchronous fully online course that contained all the same instructional elements as the in-person course but lacked any student or instructor interaction. Student performance was tracked at both a highly-selective private institution and an open-enrollment public institution. Results show that students’ performance drops in an asynchronous online course compared to an equivalent in-person experience. Several potential hypotheses are put forth to explain a change in performance that can potentially shape the design of online instruction.
ISSN:1059-0145
1573-1839
DOI:10.1007/s10956-022-09988-7