Impact of Asynchronous and Synchronous Internet-Based Communication on Collaboration and Performance among K-12 Teachers

Abstract

This study investigated the use of asynchronous (mailing lists) and synchronous (chat sessions) Internet-based communication and its impact on teachers' attitudes toward collaboration, activity completion rate, and test performance. In addition, the impact of collaboration on activity completion rate and teacher performance measured by objective tests was investigated. Although it was found that attitudes toward collaboration did not affect test performance, the data suggested a relationship between attitudes toward collaboration and use of Internet-based communication.