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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...
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Student performance declines in asynchronous online courses compared to in-person instruction. This study compared a flipped classroom to a fully online course, finding lower academic achievement in the latter. Further research can inform online learning design.

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Area of Science:

  • Educational Technology
  • Online Learning Pedagogy
  • Comparative Education

Background:

  • The increasing adoption of online education necessitates understanding its impact on student performance.
  • Previous research on instructional modality effects is confounded by variations in course design.
  • This study addresses the challenge of isolating the impact of asynchronous online instruction.

Purpose of the Study:

  • To determine the efficacy of asynchronous online instruction compared to in-person learning.
  • To evaluate student performance in a fully asynchronous online course versus a hybrid flipped classroom model.

Main Methods:

  • Compared two nearly equivalent courses: a flipped classroom (hybrid) and a fully asynchronous online course.
  • Ensured identical instructional elements across both modalities.
  • Tracked student performance at both a selective private and an open-enrollment public institution.

Main Results:

  • Student performance significantly dropped in the asynchronous online course compared to the in-person equivalent.
  • This performance decrease was observed across different institutional types.

Conclusions:

  • Asynchronous online instruction, lacking direct interaction, may negatively impact student academic performance.
  • Findings suggest potential hypotheses for performance differences that can guide future online course design.
  • Further investigation is needed to optimize asynchronous learning environments.