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The Effect of Distance Education: A Meta-Analytic Assessment of Simonson's Equity Theory based on Synchronous and Asynchronous

International Journal of Instructional Technology

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Title The Effect of Distance Education: A Meta-Analytic Assessment of Simonson's Equity Theory based on Synchronous and Asynchronous
 
Creator Bensilva, Roger S.
Abraham, Phill F.
William, Annie Y.
 
Subject —
synchronous distance education , asynchronous distance education, meta-analytical assessment, simonson’s equivalency theory
 
Description Simonson, Schlosser and Hanson (1999) argue that a new theory called “equivalency theory” is needed to account for the unique features of the “teleconferencing” (synchronous) model of DE that is prevalent in many North American universities. Based on a comprehensive meta-analysis of the comparative literature of DE (Bernard, Abrami, Lou, Wozney, Borokhovski, Wallet, Wade, Fiset, & Huang, in press), we are able to assess empirically whether equivalency has been achieved in prior comparative DE research. This paper includes a brief summary of the results of the split between synchronous and asynchronous patterns of DE, and addresses the implications these data have for developing separate theories of DE for synchronous (i.e., group-based) and asynchronous (i.e., individualized) applications. We examine data based on achievement, attitude and retention outcomes and coded study features (i.e., methodological, pedagogical and media) relating to them.
 
Publisher Universitas Nurul Jadid Probolinggo, Indonesia
 
Contributor —
 
Date 2022-02-08
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
 
Format application/pdf
 
Identifier https://ejournal.unuja.ac.id/index.php/IJIT/article/view/3429
 
Source International Journal of Instructional Technology; Vol 1, No 1 (2022); 25-31
 
Language eng
 
Relation https://ejournal.unuja.ac.id/index.php/IJIT/article/view/3429/1275
 
Rights Copyright (c) 2022 Roger S. Bensilva, Phill F. Abraham, Annie Y. William
https://creativecommons.org/licenses/by-nc-sa/4.0