Skype Synchronous Interaction Effectiveness in a Quantitative Management Science Course

An experiment compared asynchronous versus synchronous instruction in an online quantitative course. Mann‐Whitley U‐tests, correlation, analysis of variance, t tests, and multivariate analysis of covariance (MANCOVA) were utilized to test the hypothesis that more high‐quality online experiential learning interactions would increase grade. Quasi‐experimental controls included prior ability and demographic factors (gender, age). The control group used asynchronous discussion forums while the test group held synchronous sessions in Skype (chat, audio, and document sharing). A statistically significant MANCOVA model was created, using teaching method as a factor, and a count of online interactions (as a covariate), with assessment timing (as a blocking factor), to measure effect on grade.