Asynchronous & Synchronous E-Learning

TL;DR: In order to maximise the benefits of both face-to-face and online teaching and to improve the efficacy of medical education in the future, it is suggested medical schools resort to teaching formats such as team-based/problem-based learning.

TL;DR: Findings show that a high level of message interactivity compensates for the impersonal nature of a chatbot that is low on anthropomorphic visual cues, and identifying the agent as human raises user expectations for interactivity.

TL;DR: This descriptive study demonstrates how a preservice teacher education course in early childhood education was redesigned to provide student teachers with opportunities to learn and teach online.

TL;DR: The findings revealed that asynchronous e-language learning was quite beneficial for second language (L2) learners, but with some limitations which could be scaffolded by synchronous sessions.

TL;DR: In this article, a multi-method investigation was designed to assess the power of information richness theory, relative to alternative social theories, to explain and predict managers' use of email.

TL;DR: In an e-learning environment that emphasizes learner-centered activity and system interactivity, remote learners can outperform traditional classroom students.

TL;DR: The No Significant Difference Phenomenon is a compilation of briefly described research findings related to the effective use of technology, chiefly distance learning, compared to alternative methods or techniques of teaching.

TL;DR: This approach clarifies the impact that computers may have on the operation of organizations and on the individuals comprising them and its present and potential roles in facilitating and mediating communication between people.