Exploring the role of synchrony in asynchronous, synchronous, and quasi-synchronous online learner engagement.
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| Title: | Exploring the role of synchrony in asynchronous, synchronous, and quasi-synchronous online learner engagement. |
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| Authors: | Culbreth, Duncan (AUTHOR), Martin, Florence (AUTHOR) |
| Source: | Educational Technology Research & Development. Aug2025, Vol. 73 Issue 4, p2081-2111. 31p. |
| Subjects: | Online education, Asynchronous learning, Student engagement, Blended learning, Synchronic order, Instant messaging |
| Abstract: | Synchrony, or the timing of information as it is exchanged between participants, has garnered increasing study in online learning. Within this domain is bichronous online learning (BOL), the blending of asynchronous and synchronous elements within one learning environment. Some research has identified mobile instant messaging as quasi-synchronous (able to be both synchronous and asynchronous), but this affordance has been largely unexamined. This study addressed the above gaps by comparing online learning across asynchronous, synchronous, and quasi-synchronous modalities. It was framed by online learner engagement (OLE) which considers affective, behavioral, and cognitive dimensions and various environmental affordances including synchrony. This convergent mixed-method study explored engagement across forums, video chats, and mobile instant messaging (MIM) via qualitative content analysis, text mining, descriptive statistics, and social network analysis. There were several findings: The time students had to prepare their responses before interacting related to all three dimensions of engagement. Affectively, the quasi-synchronous modality appeared the most positive and least negative. Behaviorally, the quasi-synchronous and asynchronous modalities were more like one another than to the synchronous modality. Logistical flexibility afforded by the asynchronous and quasi-synchronous modalities impacted behavioral engagement. The quasi-synchronous debate had a unique dialectical structure compared to the other two modalities. Some students made use of other features within the Zoom debate to create a quasi-synchronous experience toward better cognitive engagement. Although not directly connected to synchrony, navigability seemed related to all dimensions of OLE as well. Finally, evidence among the preceding findings support the proposition that MIM's quasi-synchronicity supports BOL. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 188049021 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring the role of synchrony in asynchronous, synchronous, and quasi-synchronous online learner engagement. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Culbreth%2C+Duncan%22">Culbreth, Duncan</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Martin%2C+Florence%22">Martin, Florence</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Technology+Research+%26+Development%22">Educational Technology Research & Development</searchLink>. Aug2025, Vol. 73 Issue 4, p2081-2111. 31p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br /><searchLink fieldCode="DE" term="%22Asynchronous+learning%22">Asynchronous learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+learning%22">Blended learning</searchLink><br /><searchLink fieldCode="DE" term="%22Synchronic+order%22">Synchronic order</searchLink><br /><searchLink fieldCode="DE" term="%22Instant+messaging%22">Instant messaging</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Synchrony, or the timing of information as it is exchanged between participants, has garnered increasing study in online learning. Within this domain is bichronous online learning (BOL), the blending of asynchronous and synchronous elements within one learning environment. Some research has identified mobile instant messaging as quasi-synchronous (able to be both synchronous and asynchronous), but this affordance has been largely unexamined. This study addressed the above gaps by comparing online learning across asynchronous, synchronous, and quasi-synchronous modalities. It was framed by online learner engagement (OLE) which considers affective, behavioral, and cognitive dimensions and various environmental affordances including synchrony. This convergent mixed-method study explored engagement across forums, video chats, and mobile instant messaging (MIM) via qualitative content analysis, text mining, descriptive statistics, and social network analysis. There were several findings: The time students had to prepare their responses before interacting related to all three dimensions of engagement. Affectively, the quasi-synchronous modality appeared the most positive and least negative. Behaviorally, the quasi-synchronous and asynchronous modalities were more like one another than to the synchronous modality. Logistical flexibility afforded by the asynchronous and quasi-synchronous modalities impacted behavioral engagement. The quasi-synchronous debate had a unique dialectical structure compared to the other two modalities. Some students made use of other features within the Zoom debate to create a quasi-synchronous experience toward better cognitive engagement. Although not directly connected to synchrony, navigability seemed related to all dimensions of OLE as well. Finally, evidence among the preceding findings support the proposition that MIM's quasi-synchronicity supports BOL. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=188049021 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11423-025-10504-y Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 31 StartPage: 2081 Subjects: – SubjectFull: Online education Type: general – SubjectFull: Asynchronous learning Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Blended learning Type: general – SubjectFull: Synchronic order Type: general – SubjectFull: Instant messaging Type: general Titles: – TitleFull: Exploring the role of synchrony in asynchronous, synchronous, and quasi-synchronous online learner engagement. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Culbreth, Duncan – PersonEntity: Name: NameFull: Martin, Florence IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10421629 Numbering: – Type: volume Value: 73 – Type: issue Value: 4 Titles: – TitleFull: Educational Technology Research & Development Type: main |
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