Technology-Mediated Synchronous Virtual Education: An Empirical Study
Abstract
Many higher education institutions have used Internet technology to develop virtual education for a new generation of college students. In this research, the authors assessed the relative effectiveness of two technology-mediated learning environments for synchronous higher education compared to a traditional face-to-face learning environment. Specifically, they assessed the effects of these three learning environments on interactivity, perceived learning, and satisfaction when different instructional strategies were used. The authors' findings suggest that learning environments interact with instructional strategies to affect the learners' perception of learning and satisfaction. Their findings also support the proposition that the new generation of college students prefer to interact with others using technology.
Recommended Citation
Chen, X., & Siau, K. (2016). Technology-Mediated Synchronous Virtual Education: An Empirical Study. Journal of Database Management, 27(4), pp. 39-63. IGI Global.
The definitive version is available at https://doi.org/10.4018/JDM.2016100103
Department(s)
Business and Information Technology
Keywords and Phrases
Computer aided instruction; Education; Interactive computer graphics; Students; Virtual reality; Interactivity; Media richness; Perceived learning; Second Life; Social presence; Transactional distance; Virtual worlds; Web conferencing; E-learning; Classroom Interactivity
International Standard Serial Number (ISSN)
1063-8016; 1533-8010
Document Type
Article - Journal
Document Version
Citation
File Type
text
Language(s)
English
Rights
© 2016 IGI Global, All rights reserved.
Publication Date
01 Oct 2016
