About this paper

Appears in:
Pages: 9049-9053
Publication year: 2018
ISBN: 978-84-09-05948-5
ISSN: 2340-1095
doi: 10.21125/iceri.2018.0067

Conference name: 11th annual International Conference of Education, Research and Innovation
Dates: 12-14 November, 2018
Location: Seville, Spain

DISRUPTING ASYNCHRONOUS LEARNING: ANALYZING THE USE OF ZOOM FOR STUDENT ENGAGEMENT AND SUCCESS

J. Vogel, A. Belcher

Ashford University (UNITED STATES)
The purpose of this study is to investigate the impact of live web sessions on students’ academic performance and engagement. We intend to measure the differences in the academic performance (e.g., course completion, retention, final course grade, course learning outcome mastery as measured by Waypoint, an online grading system) of students who participate in the live sessions versus those who do not. We will also measure the level of engagement experiences by both groups of students. This study will largely utilize a quantitative method of inquiry in the form of surveys and academic performance data; although, there is a potential for utilizing follow-up interviews for qualitative data.

In a solely online, asynchronous learning environment, students may feel disconnected from their classmates and professors. This disconnect may be a barrier for some students whose preferred learning styles are more interpersonal and collaborative as well as visual and auditory. While some students thrive in an online learning environment such as this, it could be argued that many do not. Furthermore, given the under-resourced and under-prepared nature of many Ashford University students, a chance to connect personally face-to-face with professors and classmates may provide that much-needed support.

The research questions are:
• To what extent does asynchronous component have on student performance in an otherwise asynchronous learning environment?
• To what extent does asynchronous component have on student engagement in an otherwise asynchronous learning environment?
@InProceedings{VOGEL2018DIS,
author = {Vogel, J. and Belcher, A.},
title = {DISRUPTING ASYNCHRONOUS LEARNING: ANALYZING THE USE OF ZOOM FOR STUDENT ENGAGEMENT AND SUCCESS},
series = {11th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2018 Proceedings},
isbn = {978-84-09-05948-5},
issn = {2340-1095},
doi = {10.21125/iceri.2018.0067},
url = {http://dx.doi.org/10.21125/iceri.2018.0067},
publisher = {IATED},
location = {Seville, Spain},
month = {12-14 November, 2018},
year = {2018},
pages = {9049-9053}}
TY - CONF
AU - J. Vogel AU - A. Belcher
TI - DISRUPTING ASYNCHRONOUS LEARNING: ANALYZING THE USE OF ZOOM FOR STUDENT ENGAGEMENT AND SUCCESS
SN - 978-84-09-05948-5/2340-1095
DO - 10.21125/iceri.2018.0067
PY - 2018
Y1 - 12-14 November, 2018
CI - Seville, Spain
JO - 11th annual International Conference of Education, Research and Innovation
JA - ICERI2018 Proceedings
SP - 9049
EP - 9053
ER -
J. Vogel, A. Belcher (2018) DISRUPTING ASYNCHRONOUS LEARNING: ANALYZING THE USE OF ZOOM FOR STUDENT ENGAGEMENT AND SUCCESS, ICERI2018 Proceedings, pp. 9049-9053.
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