Asynchronous and Synchronous e learning modes in African higher education

Abstract. The study investigates factors that affect collaboration of African students in an e learning environment. Asynchronous and synchronous e learning communities are investigated to find the most suitable one for distance learners in developing African countries. A quasi experimental design with students studying for a Masters of Business Administration degree was adapted for this study. A questionnaire was used to collect data for this study. The findings revealed that community setup and attitudes towards computers affect the level of collaborative usage of e learning systems. Learners collaborate more in an asynchronous e learning community than in a synchronous community. There is need that the communities be properly setup in order not to affect the students’ satisfaction. Collaboration coupled with more usage of the platform lead to higher continuous assessment results. There was no relation between satisfaction levels and final scores. A weak relationship could be established between the collaboration and the final score. For African higher education to successfully implement blended learning, Asynchronous e learning community must be considered.

Keywords: Asynchronous, Synchronous, E-learning, Learner characteristics, Higher education, Collaboration, Learning outcomes

Chikasha, S., Boullart, L., Valcke, M. and Van Petegem, W. (2010) Asynchronous and Synchronous e learning modes in African higher education: Impact on students’ satisfaction, collaboration and learning outcomes,Proceedings of the 3rd International Conference on ICT for Africa, March 25-27, Yaounde, Cameroon. Baton Rouge, LA: International Center for IT and Development.


This entry was posted in E-Learning, ICT and Education, ICTs in Sub-Saharan Africa, Multimedia Learning. Bookmark the permalink.

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