Abstract:

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?

Keywords:

Asynchronous learning, video conference, student engagement.