Comparison of the Effects of E-learning Types Designed According to The Expository Teaching Method on Student Achievement

Abstract

In accordance with expository teaching, the aim of the research is to determine the effects of five different e-learning types on student achievement. In order to accomplish this, five different e-learning designs dealing with the same subject were formed within the scope of expository teaching. These designs include two synchronous (Instructor-led, Telementoring and E-coaching) and three asynchronous (Learner-led, Facilitated, Embedded) types of e-learning. The designs were carried out with 250 first-year university students attending the course Computer II (Database), distributed to five different groups. The participants were asked to compile a multiple choice achievement test with 40 items. The findings of the study showed that there were significant differences among groups in terms of student achievement. Instructorled e-learning groups were more successful than other groups. Differences among the students’ achievements were discussed based on the “synchronous instructor effect”.