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South African Journal of Education

On-line version ISSN 2076-3433
Print version ISSN 0256-0100

Abstract

OGBONNA, Chinyere Grace; IBEZIM, Nnenna Ekpereka  and  OBI, Chiaka Augusta. Synchronous versus asynchronous e-learning in teaching word processing: An experimental approach. S. Afr. j. educ. [online]. 2019, vol.39, n.2, pp.1-15. ISSN 2076-3433.  http://dx.doi.org/10.15700/saje.v39n2a1383.

Word processing is a fundamental skill for efficient computer literacy. E-learning has been introduced to ensure wide dissemination of such fundamental content and skills, even beyond school. However, best methodologies need to be identified for efficient instructional delivery. This study therefore investigated the effects of synchronous and asynchronous e-learning on students' cognitive academic achievement and practical skills acquisition in word processing. The study adopted a quasi-experimental research design using a pre-test, post‑test, and non-equivalent and non-randomized grouping of two groups of students. The study revealed that both synchronous and asynchronous e-learning significantly increased students' achievement and skills acquisition in word processing irrespective of the gender of the students. However, students taught through the asynchronous mode displayed higher cognitive achievement while those taught through the synchronous e-learning mode displayed improved skills acquisition.

Keywords : achievement; asynchronous; e-learning; skills acquisition; synchronous; word processing.

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