This study evaluates two content delivery options for teaching a programming language to determine whether an asynchronous format can achieve the same learning efficacy as a traditional lecture (face-to-face) format. We use media synchronicity theory as a guide to choose media capabilities to incorporate into an asynchronous tutorial used asynchronously. We conducted an experiment with 49 students from three classes of a web development class at an American university. Our results suggest that an asynchronous tutorial can achieve the same learning outcomes as a traditional lecture format by using automated feedback for convergence. Somewhat surprisingly, we found that performance did not improve when students received both the tutorial and the lecture. Our results demonstrate that technical material can be effectively delivered asynchronously.
This document was originally published in Journal of Information Systems Education by Journal of Information Systems Education. Copyright restrictions may apply.
Chenoweth, Tim; Corral, Karen; and Scott, Kit. (2016). "Automated Feedback as a Convergence Tool". Journal of Information Systems Education, 27(1), 7-15.