A Comparison of Student Perceptions and Academic Performance across Three Instructional Modes

The recent pandemic compelled educational institutions all over the world to shift to online instruction. And now institutions find themselves trying to answer questions like how should we proceed when we come back to normal? Which online instructional innovations should we keep? This research attem...

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Bibliographic Details
Published inInformation systems education journal Vol. 20; no. 2; pp. 38 - 48
Main Authors Matta, Vic, Palvia, Shailendra
Format Journal Article
LanguageEnglish
Published Information Systems and Computing Academic Professionals 01.04.2022
Subjects
Academic Achievement
Asynchronous Communication
College Students
Comparative Analysis
COVID-19
Educational Change
Electronic Learning
Instructional Design
Pandemics
Peer Relationship
Student Attitudes
Student Experience
Student Satisfaction
Synchronous Communication
Teacher Participation
Teacher Student Relationship
Teaching Methods
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Summary:The recent pandemic compelled educational institutions all over the world to shift to online instruction. And now institutions find themselves trying to answer questions like how should we proceed when we come back to normal? Which online instructional innovations should we keep? This research attempts to answer those questions by comparing three modes of instruction: in-class, synchronous, and asynchronous for the same course during a semester taught by one instructor. The research analyzes responses from students on the following instructional characteristics: instructor involvement, interaction amongst students, interaction with instructor, course design, student satisfaction and learning experience. Survey data is analyzed using a repeated measures design with pairwise comparisons to understand the differences in students' perceptions of instructional characteristics across these modes. The study also explores differences in actual learning outcomes. Results showed that students overwhelmingly perceived all instructional characteristics to be better facilitated with in-class instruction than with either of the online modes, except for course design which showed no significant differences. It is also seen that students perceive synchronous and asynchronous instruction to have many parallels. Commentary from students suggests that online instructional practice may need a shift, not just in technology improvement, but also in pedagogical design. Students noted that with the shift to online instructional modes, they would like to see increased flexibility, willingness to personalize support, and timely responses.
ISSN:1545-679X
1545-679X