Synchronous Learning: Is there a future?

Abstract

Over the last several years many studies have addressed eLearning, and 'distance education,' by asynchronous learning methods. This survey research study applies principles of augmented or mediated reality together with Blackboard's Wimba collaborative tool to explore students perceptions of the effectiveness of the synchronous classroom. Students were able to self-select their favored method of instruction by using principles of observation research: full participant (on a computer at home); participant-observer (on laptop in class); and observer-participant (in class observing and participating, no laptop). Davis (1986) Technology Acceptance Model (TAM) and Rogers' (1995) Diffusion of Innovations (DOI) were used to guide the creation of a survey instrument utilizing Google Drive's Form tool. Several of the TAM model's constructs were used: perceived usefulness (PU), perceived ease of use (PEU), behavioral intention to use, and attitude towards use of the software (Wimba). It was determined real-time, synchronous instruction within a self-selection of augmented reality seems to offer much for the student.