| The purpose of this study was to synthesize, through the use of the meta-analytic method, those findings of academic research related to online interaction---asynchronous-synchronous versus asynchronous only. Specific purposes were to determine techniques instructors use to interact in an online environment and what procedural interaction criteria the instructors consider effective without face-to-face interaction. Results from 14 studies satisfied the selection criteria relating to the role of online interaction---asynchronous-synchronous versus asynchronous only. Six of 14 studies related to attitudinal effect on instructors and students. The meta-analytic procedure included collecting the body of studies, classifying and coding the studies, calculating the effect sizes and analyzing the data.; Findings indicated no significant difference between the effectiveness of both asynchronous-synchronous interaction and asynchronous only interaction techniques in the online environment. However, differences did exist in the attitudinal effect. Both instructors and students alike had more positive attitudes toward asynchronous only interaction in the online environment.; Based on the findings of this study both asynchronous-synchronous interaction and asynchronous only interaction techniques in the online environment were effective for students achieving learning outcomes. Focusing on one or the other would not be necessary for online learners. Additionally, both instructors and students had more positive attitudes toward asynchronous only interaction in the online environment, so focusing on asynchronous only interaction techniques is necessary to provide an environment conducive to achieving learning outcomes. |
