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Dissertation
Online instructional balance: a mixed methods study on the balance between asynchronous and synchronous online instructional methods in the high school setting
Doctor of Education (Ed.D.), Drexel University
27 Aug 2025
DOI:
https://doi.org/10.17918/00011152
Abstract
This mixed-methods study investigated if synchronous or asynchronous online instruction is connected to the academic performance for high school students enrolled in online classes and to understand the perspectives of students and their parents about these modes of online instruction. The researcher posed the following questions: 1. Are there differences between the short-term educational outcomes of students who participated in added synchronous online instruction and students who only participated in asynchronous online instruction? 2. What do high school students and their parents believe is the most effective balance between asynchronous and synchronous instruction they should receive while enrolled in full-time online school? 3. Are there differences among demographic subgroups of high school students and parents regarding beliefs about synchronous and asynchronous online instruction? To investigate these questions, the researcher collected data using quantitative surveys, archival data analysis, and semi-structured interviews. Analysis revealed that there was little difference between students' educational outcomes whether they participated in synchronous online instruction or only asynchronous online instruction. Parents of online students desired more synchronous instruction for their students than they were receiving in the online program but not at the expense of the flexibility that online education allowed them to pursue extra-curricular and non-academic opportunities. Students desired more synchronous instruction but also not at the expense of the flexibility that they enjoyed. Demographics did not make a difference on the beliefs of students and parents about synchronous and asynchronous instruction, although socio-economic status may have played a role. This study contributes to the understanding of student and parent perspectives on online instructional methods. Additionally, it reveals that flexibility of programming was a large motivator for participating in online education. Keywords: online education, synchronous online instruction, asynchronous online instruction, online instructional methods, parent perspectives of online schooling, student perspectives of online schooling
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Details
- Title
- Online instructional balance
- Creators
- David S. Gilbert IV
- Contributors
- James E. Connell (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- 239 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991022085454704721