Learning and Satisfaction in Webinar, Online, and Face-to-Face Instruction: A Meta-Analysis

Abstract

Kirkpatrick's four-level training evaluation model assumes that a positive correlation exists between satisfaction and learning. Several studies have investigated levels of satisfaction and learning in synchronous online courses, asynchronous online learning management systems, and synchronous face-to-face classroom instruction. The goal of the present meta-analysis was to cumulate these effect sizes and test the predictive validity of Kirkpatrick's assumption. In this connection, particular attention was given to a prototypical form of synchronous online courses-so called "webinars." The following two research questions were addressed: (a) Compared to asynchronous online and face-to-face instruction, how effective are webinars in promoting student learning and satisfaction? (b) What is the association between satisfaction and learning in webinar, asynchronous online and face-to-face instruction? The results showed that webinars were descriptively more effective in promoting student knowledge than asynchronous online (Hedges' g = 0.29) and face-to-face instruction (g = 0.06). Satisfaction was negligibly higher in webinars compared to asynchronous online instruction (g = 0.12) but was lower in webinars to face-to-face instruction (g = −0.33). Learning and satisfaction were negatively associated in all three conditions, indicating no empirical support for Kirkpatrick's assumption in the context of webinar, asynchronous online and face-to-face instruction.

Association between medical students’ prior experiences and perceptions of formal online education developed in response to COVID-19: a cross-sectional study in China

“…Interestingly, our study found that the higher the self-reported academic performance, the lower the evaluation of the ongoing online education. This finding is in line with the study by Ebner and Gegenfurtner, 7 which showed a negative association between learning performance and satisfaction with online courses. This may be because it is difficult for online courses to meet all of students’ personalised learning needs, 13 especially those who have high self-evaluations.…”

“… 15 Moreover, academic performance has been found to have a negative impact on students’ evaluations of online courses, that is, students with a higher academic performance tend to yield a low level of evaluations. 7 Therefore, there is a need to pay more attention to students’ perceptions of online learning to explore more details about the effectiveness of online education from the subjective view of students.…”

Evaluating webinar‐based training: a mixed methods study of trainee reactions toward digital web conferencing

“…Harned et al , ; Kanter et al , ; Wang & Hsu, ). Still, even if trainees were satisfied with the evaluated webinars, we should note that Ebner and Gegenfurtner () reported trainees to be even more satisfied in face‐to‐face instruction compared with webinar instruction.…”

Assessing the Effectiveness of Chagas Disease Education for Healthcare Providers in the United States

“…The value and acceptability of webinar platforms to deliver training to groups is well-documented, often with good learning outcomes. (37)(38)(39)(40)(41)(42)(43) As the technology and tools that facilitate delivery of training through this evolving medium continue to mature, those seeking to raise awareness of emerging health threats such as Chagas disease recognize the invaluable worth of embracing this technology and assessment of learning. (44) The results of the pre-and post-test evaluations in this study indicate an increase in overall knowledge of Chagas disease among the healthcare professionals who participated in the webinar.…”