Abstract
Kirkpatrick’s four-level training evaluation model assumes that a positive correlation exists between satisfaction and learning. Several studies have investigated levels of satisfaction and learning in synchronous online courses, asynchronous online learning management systems, and synchronous face-to-face classroom instruction. The goal of the present meta-analysis was to cumulate these effect sizes and test the predictive validity of Kirkpatrick’s assumption. In this connection, particular attention was given to a prototypical form of synchronous online courses – so called “webinars”. The following two research questions were addressed: (a) Compared to asynchronous online and face-to-face instruction, how effective are webinars in promoting student learning and satisfaction? (b) What is the association between satisfaction and learning in webinar, asynchronous online and face-to-face instruction? The results showed that webinars were descriptively more effective in promoting student knowledge than asynchronous online (Hedges’ g = 0.29) and face-to-face instruction (g = 0.06). Satisfaction was negligibly higher in webinars compared to asynchronous online instruction (g = 0.12) but was lower in webinars to face-to-face instruction (g = -0.33). Learning and satisfaction were negatively associated in all three conditions, indicating no empirical support for Kirkpatrick’s assumption in the context of webinar, asynchronous online and face-to-face instruction.
Highlights
The middle of the 1990s witnessed the slow advent of Internet-based education and early applications of online distance learning (Alnabelsi et al, 2015)
Various possibilities regarding the implementation of e-learning in educational contexts exist, one of which is the use of webinars—a prototypical form of synchronous online courses
The present study focused on comparing levels of learning and satisfaction in webinars, online asynchronous learning management systems, and face-to-face classroom instruction
Summary
The middle of the 1990s witnessed the slow advent of Internet-based education and early applications of online distance learning (Alnabelsi et al, 2015). Various possibilities regarding the implementation of e-learning in educational contexts exist, one of which is the use of webinars—a prototypical form of synchronous online courses. Meta-Analysis Satisfaction computer devices at students’ homes or in other locations (Alnabelsi et al, 2015; Gegenfurtner et al, 2017; Tseng et al, 2019) without the need for students to travel long distances in order to participate synchronously in lectures or seminars (Gegenfurtner et al, 2018, 2019a,c).
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