Technology-mediated synchronous virtual education : An empirical study

Research output: Journal Publications and Reviews (RGC: 21, 22, 62)21_Publication in refereed journalpeer-review

5 Scopus Citations
View graph of relations



Original languageEnglish
Pages (from-to)39-63
Journal / PublicationJournal of Database Management
Issue number4
Publication statusPublished - 1 Oct 2016
Externally publishedYes


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.

Research Area(s)

  • Classroom Interactivity, Media Richness, Perceived Learning, Second Life, Social Presence, Transactional Distance, Virtual World, Web Conferencing

Bibliographic Note

Publication details (e.g. title, author(s), publication statuses and dates) are captured on an “AS IS” and “AS AVAILABLE” basis at the time of record harvesting from the data source. Suggestions for further amendments or supplementary information can be sent to