Human-computer interaction and cognition in e-learning environments---the effects of synchronous and asynchronous communication in knowledge development.

摘要

This research study investigated the development of knowledge within e-learning environments when mediated by two different methods of communication---synchronous and asynchronous. The methodology of content organization and presentation selected was a tutorial-like methodology. Additionally, this research study approached human-computer interaction and cognition within e-learning environments, and student attitudes towards web-based learning courses.;The primarily population addressed by this study was professionals from the sectors of banking, insurance, and securities/investments in the realm of continuing and professional education. The sample population of 31 subjects was randomly chosen and divided into two groups: Group A of 18 subjects using the asynchronous method of communication, and group B of 13 subjects using the synchronous method of communication. Participants in this study were geographically dispersed across the U.S., being from the following 15 states: Washington, Oregon, California, South Dakota, Texas, Wisconsin, Illinois, Louisiana, North Carolina, South Carolina, Georgia, New York, Pennsylvania, Ohio, and Connecticut.;The research study was composed of a pretest, posttest, and unit modules as provided by the Academy for Excellence in Financial Services Policy via the work of a subject matter expert, which was the same as the instructor. The attitude inventory test used a 25-item Likert-type inventory test, by means of a 5-point scale, from strongly agree to strongly disagree. In this study, a two-factor split-plot or mixed ANOVA design was utilized on the combined factors ACHIEVEMENT and METHOD and an independent-measure t test was utilized on METHOD.;On research question 1, there was a statistically significant difference F(1, 29) = 10.11, p .05 in the posttest variable which indicated that students using synchronous methods of communication in a tutorial-like web-based course performed better than those using asynchronous methods of communication, this performance being even more evident within the bank group sector. On research question 2, it was observed that there was not a statistically significant difference within the unit tests, showing that there were no differences in learning performance among students who used asynchronous or synchronous methods of interaction as measured by their raw scores on online course unit tests.;Regarding research question 3, it was observed that there were no differences in student attitude towards instruction among students who used asynchronous and synchronous methods of interaction as measured by their student attitude inventory test. Further analysis utilizing the factorial analysis method, this time considering the use of e-learning environments independent of the method of communication chosen, on the 25-item Likert-type inventory test showed that 28.01% of the participants demonstrated a positive attitude toward online instruction and 15.53% expressed some form of stress by taking the online course. Concerning research question 4, it was found that there was no interaction between variables METHOD and ACHIEVEMENT, which affects learning performance among students who learn using asynchronous or synchronous methods of interaction within a tutorial-like web-based course.