Technology-Mediated Synchronous Virtual Education

Abstract

Many higher education institutions have used Internet technology to develop virtual education for a new generation of college students. In this research, the authors assessed the relative effectiveness of two technology-mediated learning environments for synchronous higher education compared to a traditional face-to-face learning environment. Specifically, they assessed the effects of these three learning environments on interactivity, perceived learning, and satisfaction when different instructional strategies were used. The authors' findings suggest that learning environments interact with instructional strategies to affect the learners' perception of learning and satisfaction. Their findings also support the proposition that the new generation of college students prefer to interact with others using technology.

Does More Investment in Universities Improve Their Performances?

“…Third, online education has alleviated time and space constraints and enabled quality education to be delivered at any time and to any place (Chen & Siau, 2016;Erickson & Siau, 2003). It also circumvents the limit of a university's land area, the number and size of classrooms, and the number of students.…”

Mediation and Online Learning: Systematic Literature Mapping (2015–2020)

“…Finally, in social mediation, interaction, motivation, and collaboration are highlighted, critical factors when speaking of learning in a social environment. Some technological mediation publications identified these findings in the database with the type of technological mediation such as Surprise-enhanced and technologymediated learning: a two-country study [56], The personal experience of online learning: An interpretative phenomenological analysis [101], Technology-mediated synchronous virtual education: An empirical study [102], Technology-mediated learning theory [103],…”