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Technology-Mediated Synchronous Virtual Education: An Empirical Study

Technology-Mediated Synchronous Virtual Education: An Empirical Study

Xiaofeng Chen, Keng Siau
Copyright: © 2016 |Volume: 27 |Issue: 4 |Pages: 25
ISSN: 1063-8016|EISSN: 1533-8010|EISBN13: 9781466688858|DOI: 10.4018/JDM.2016100103
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MLA

Chen, Xiaofeng, and Keng Siau. "Technology-Mediated Synchronous Virtual Education: An Empirical Study." JDM vol.27, no.4 2016: pp.39-63. http://doi.org/10.4018/JDM.2016100103

APA

Chen, X. & Siau, K. (2016). Technology-Mediated Synchronous Virtual Education: An Empirical Study. Journal of Database Management (JDM), 27(4), 39-63. http://doi.org/10.4018/JDM.2016100103

Chicago

Chen, Xiaofeng, and Keng Siau. "Technology-Mediated Synchronous Virtual Education: An Empirical Study," Journal of Database Management (JDM) 27, no.4: 39-63. http://doi.org/10.4018/JDM.2016100103

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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.

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