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Skype Synchronous Interaction Effectiveness in a Quantitative Management Science Course.

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Title: Skype Synchronous Interaction Effectiveness in a Quantitative Management Science Course.
Authors: David Strang, Kenneth1 kennethstrang@aim.com
Source: Decision Sciences Journal of Innovative Education. Jan2012, Vol. 10 Issue 1, p3-23. 21p. 1 Color Photograph, 1 Diagram, 4 Charts.
Subject Terms: *Online education, *Conversation method (Language teaching), *Learning management system, *Experiential learning, *Educational innovations, Analysis of variance, Empirical research
Reviews & Products: Skype (Electronic resource)
Abstract: ABSTRACT An experiment compared asynchronous versus synchronous instruction in an online quantitative course. Mann-Whitley U-tests, correlation, analysis of variance, t tests, and multivariate analysis of covariance (MANCOVA) were utilized to test the hypothesis that more high-quality online experiential learning interactions would increase grade. Quasi-experimental controls included prior ability and demographic factors (gender, age). The control group used asynchronous discussion forums while the test group held synchronous sessions in Skype (chat, audio, and document sharing). A statistically significant MANCOVA model was created, using teaching method as a factor, and a count of online interactions (as a covariate), with assessment timing (as a blocking factor), to measure effect on grade. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:ABSTRACT An experiment compared asynchronous versus synchronous instruction in an online quantitative course. Mann-Whitley U-tests, correlation, analysis of variance, t tests, and multivariate analysis of covariance (MANCOVA) were utilized to test the hypothesis that more high-quality online experiential learning interactions would increase grade. Quasi-experimental controls included prior ability and demographic factors (gender, age). The control group used asynchronous discussion forums while the test group held synchronous sessions in Skype (chat, audio, and document sharing). A statistically significant MANCOVA model was created, using teaching method as a factor, and a count of online interactions (as a covariate), with assessment timing (as a blocking factor), to measure effect on grade. [ABSTRACT FROM AUTHOR]
ISSN:15404595
DOI:10.1111/j.1540-4609.2011.00333.x