Internet pages for asynchronous online and face-to-face learning about solutions and dissolution

Abstract

In the last decades online communication has become an important part of the education. In the conditions caused by the COVID-19 pandemic it has become significant since it was necessary to switch to some forms of online teaching/learning. The aim of this research study was to compare the effects of the application of internet pages for independent online asynchronous learning outside the school (group A) and face-to-face instruction realized by a teacher at school (group B). The content of the internet pages was created in order to enable the acquisition of the concepts of solutions and dissolution in the seventh grade of primary school. The effects of the approaches were studied based on the student achievement in a post-test (immediately upon learning) and in a delayed post-test (a year after the applied approaches). The participants in this research study were 187 primary school students. There was not a statistically significant difference between the overall achievements of the students who learnt about solutions and dissolution by independent asynchronous online learning and face-to-face learning at school. This implies that the similar results can be achieved with asynchronous online learning as with face-to-face learning when the conditions do not allow school-based education.