Comparing the Impact of Asynchronous Online Quizzes on Student Learning Outcomes in a Computer Communication and Networking Course
DOI:
https://doi.org/10.33736/jcshd.4877.2023Keywords:
undergraduate studies, synchronous learning, asynchronous learning, quiz, self-directedAbstract
This study investigates the effectiveness of asynchronous online quizzes in improving student learning outcomes in higher education. Specifically, we compare the impact of two teaching methods - Synchronous Lecture and Asynchronous Tutorial pair (SLAT) versus Asynchronous Lecture and Synchronous Tutorial pair (ALST) - in delivering weekly quizzes to 70 undergraduate computer science students. Our results show that the SLAT outperformed the ALST method in enhancing students' academic performance after each learning unit. The findings highlight the potential of asynchronous quizzes as a valuable learning tool, particularly when combined with live lecture classes and asynchronous tutorials. These results have implications for educators looking to implement blended learning models that prioritize student engagement and academic achievement.
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