Synchronous vs. Asynlchronous tutorials: Factors affecting students' preferences and choices

Journal of Research on Technology in Education

Volumn 37, Issue 3, 2005, Pages 245-262

  Beyth Marom, Ruth ^a   Saporta, Kelly ^a   Caspi, Avner ^a  

^a OPEN UNIVERSITY OF ISRAEL   (Israel)

Author keywords

Distance learning; Individual differences; Leaning autonomy; Learning styles; Synchronous vs. asynchronous learning

Indexed keywords

EID: 85008776233     PISSN: 15391523     EISSN: 19450818     Source Type: Journal    
DOI: 10.1080/15391523.2005.10782436     Document Type: Article

References (34)

1. Beyth-Marom, R., Yafe, E., Privman, M. & Razy-Harpaz, H. (2000). Satellite home tutorials vs. satellite classroom tutorials. Paper presented at the annual meeting of Ed-Media, Finland.
2. Canfield, A., & Knight, W. (1983). Learning styles inventory. Los Angeles: Western Psychological Services.
3. Childress, M. D., & Overbaugh, R. C. (2001). The relationship between learning style and achievement in a one-way video, two-way audio preservice teacher education computer literacy course. International Journal of Educational Telecommunications 7(1), 57-71. Available: http://www.aace.org/dl/files/IJET/Ijet-07-01-57.pdf
4. Christopher, C. (1990). The relationship among teacher immediacy behaviors, student motivation, and learning. Communication Education, 39(4), 323-240.
5. Clark, R. E. (1994). Media and methods. Educational-Technology-Research and Development, 42, 7-10.
6. Curry, L. (1983). Learning styles in continuing medical education. Ottawa, ON: Canadian Medical Association.
7. Diaz, D. P., & Cartnal, R. B. (1999). Students’ learning styles in two classes: Online distance learning and equivalent on-campus. College Teaching, 47(4), 130-135.
8. Dille, B., & Mezack, M. (1991). Identifying predictors of high risk among community college telecourse students. American Journal of Distance Education, 5(1), 24-35.
9. Doherty, P. B. (1998). Learner control in asynchronous learning environments. ALNMagazine, 2(2). Available: http://www.aln.org/alnweb/magazine/vol2_issue2/doherty.htm
10. Eagly, L. H., & Chaiken, S. (1998). Attitudes, structure and function. In D. T. Gilbert, S. T. Fiske, & G. Lindzey (Eds.), The handbook of social psychology (pp. 269-322). New York: McGraw Hill.
11. Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
12. Gee, D. G. (1990). The impact of students’ preferred learning style variables in a distance education course: A case study. ERIC Document Reproduction Service No. ED 358 836.
13. Gentry, J., & Helgesen, M. (1999). Using learning style information to improve the core financial management course. Financial Practice and Education, (Spring/Summer), 59-69.
14. Gregorc, A. F. (1984). Gregorc style delineator: Development, technical and administrative manual. Maynard, MA: Gabrial Systems, Inc.
15. Gunawardena, C. N., & Boverie, P. E. (1992). Interaction of learning style and media, method of instruction, and group functioning in distance learning. Proceedings of the eighth annual conference on distance teaching and learning (pp. 65-69). Madison, WI: University of Wisconsin, Madison.
16. Heberlien, T.A., & Baumgartner, R. (1978). Factors affecdng response rates to mailed questionnaires: A qualitative analysis of the published literature. American Sociological Review, 43(4), 447-462.
17. Kanar, C. C. (1995). The confident student. Boston: Houghton Mifflin
18. Kanuka, H., & Anderson, T. (1999). Using constructivism in technology mediated learning: Constructing order out of the chaos in the literature. Radical Pedagogy, 1(2). Available: http://radicalpedagogy.icaap.org/content/voll.1999/issue2/02kanuka1_2.html
19. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall, Inc.
20. Kolb, D. (1985). Learning style inventory. Boston: McBer.
21. Joyce, M. (2003). Multiple intelligences and business dxvztsixy. Journal of Career Assesment, 11(2), 187-203.
22. Myers, I., & McCaulley, M. (1985). A guide to the development and use of the Myers-Briggs type indicator. Palo Alto, CA: Consulting Psychologists Press.
23. Patrick, B. C., Skinner, E. A., & Connell, J. P. (1993). Wnat motivates children’s behavior and emotion? Joint effects of perceived control and autonomy in the academic domain. Journal of Personality and Social Psychology, 65, 781-791.
24. Perkins, D. N. (1991). What constructivism demands of the learner. Educational Technology, 31(10), 19-21.
25. Russell, T. L. (1999). The “no significant difference phenomenon”. Available: http://teleeducation.nb.ca/nosignificantdifFerence/.
26. Sarby, K., & Baldwin, L. (2003). Web-based learning interaction and learning styles. British Journal of Educational Technology, 34(A), 443-454.
27. Snyder, M. (1979). Self-monitoring processes. In L. Berkowitz (Ed.), Advances in experimental social psychology Vol. 12 (pp. 85-128). New York: Academic Press.
28. Sternberg, R. J. (1997). Thinking styles. New York: Cambridge University Press.
29. Swan, K. (2001). Building learning communities in online courses: The importance of interaction. Paper presented at the 7 th Sloan-C International Conference on Online Learning, Orlando, FL.
30. Teele, S. (1992). Teele inventory of multiple intelligences. Redlands, CA: Sue Teele and Associates.
31. The Institute for Higher Education Policy (1999, April). What’s the difference? Available: http://www.ihep.com/Pubs/PDF/Difference.pdf
32. Vygotsky, L. (1978). Mind in society. Cambridge, MA: MIT Press.
33. Yong, F. L., & McIntyre, J. D. (1992). A comparative study of the learning style preferences of students with learning disabilities and students who are gifted. Journal of Learning Disabilities, 25, 124-132.
34. Yoon, G. S. (1993). The effects of instructional control, cognitive style and prior knowledge on learning of computer-assisted instruction. Journal of Educational Technology Systems, 22(A), 357-370.