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Article Information
Article first published online: April 27, 2021; Issue published: March 1, 2022
Received: October 15, 2020; Revisions received: January 24, 2021; Accepted: March 26, 2021
Author
Hongbiao Yin（尹弘飚）
Lian Shi（史练）
The Chinese University of Hong Kong
Abstract
Purpose: This study attempts to explore how Chinese college students engage in face-to-face synchronous and online asynchronous interactions and examine how the two different interaction types are associated with their academic learning (learning achievement and the development of research skills), satisfaction, and their perceptions of learning environments.
Design/Approach/Methods: A sample of 3,999 undergraduate students from a research university in Northern China participated in the survey. A series of cluster analysis, one-way analysis of variance, and hierarchical multiple regression were conducted.
Findings: The cluster analysis results revealed that there were four types of learners among these students and that a large percentage of Chinese undergraduates were classified into either digital communicators (36.16%) or passive interactors (32.71%). In general, the face-to-face synchronous interaction generated more desirable academic learning, perceptions of the learning environment, and higher satisfaction than the online asynchronous interaction in most aspects. However, the asynchronous online interaction fostered student autonomy and contributed to students’ completion of an in-depth thesis.
Originality/Value:By distinguishing face-to-face synchronous versus online asynchronous interactions, this study led to an enhanced knowledge of the interactive patterns of Chinese college students and uncovered the specific effects of the two types of interpersonal interactions in Chinese research universities.
Keywords
Face-to-face synchronous interaction, higher education, interpersonal interaction, online asynchronous interaction, student learning and development