Media Naturalness and Online Learning: Findings Supporting Both the Significant‐ and No‐Significant‐Difference Perspectives

Abstract

Is the use of an online course delivery format, when compared with the more traditional face-to-face format, good or bad in the context of university education? Those who subscribe to the no-significant-difference perspective argue that online delivery is good, because it allows students with time and geographic distance constraints to obtain the education that they need, with no significant negative impact on the quality of the learning experience. Others argue that online delivery is bad, advocating a version of the competing significant-difference perspective, because the electronic communication media used for online delivery are not rich or natural enough to enable effective learning. This study contrasted students perceptions and grades in two different sections of the same course: one delivered entirely online and the other delivered face to face. Data were collected and analyzed at two points in time, namely, at the middle and end of a long semester. The study found support for both the no-significant-and significant-difference perspectives. At the middle of the semester, students in the online condition perceived communication ambiguity as significantly higher, and also obtained significantly lower grades, than students in the face-to-face condition. At the end of the semester, no significant differences were found.

How do medium naturalness and personality traits shape academic achievement and perceived learning? An experimental study of face-to-face and synchronous e-learning

“…Sacco and Ismail 2014). This is in accordance with Darwinian evolutionary principles, according to which face-to-face communication has evolved among mankind over thousands of years and includes a range of social communication cues, such as facial expressions, vocal intonation and body language (Kock 2005;Kock and Garza 2011;Kock, Verville, and Garza 2007). MNT suggests five criteria for assessing the level of media naturalness: (1) co-location in a common physical space, (2) a high level of synchronicity that enables immediate I.…”

A Longitudinal Analysis of the Effects of Instructional Strategies on Student Performance in Traditional and E-Learning Formats

“…However, the contingency table 6 shows that students in the face-toface sections (58.4%) outperformed those in the online sections (41.6%). In likeness to the findings of this study, the reviewed literature reveals a predominance of non significant differences found between the two modes of delivery (Carbonaro, et al, 2006;Hoban, et al, 2002;Kock et al, 2007;McFarland & Hamilton, 2005;Upton, 2006).…”

“…A study conducted by Kock et al (2007) supports both the significant-and no-significantdifference perspectives after examining students' perceptions and grades at two points in time.…”

“…In contrast, critics emphasize high dropout rates, absence of nonverbal cues, insufficient levels of interaction, and decreased student achievement as reasons to censure the online format (Hirschheim, 2005;Kock, Vervile, & Garza, 2007).…”

“…Nevertheless, few longitudinal studies of this nature exist that analyze data at different points in time (Connolly et al, 2007). Recent empirical evidence suggests that students' attitude, perception, and performance can differ over time (Kock et al, 2007;Qureshi & Vogel, 2000). Hence, the current study investigates the effects of student performance conducted over a 3-year period.…”