Synchronous online learning supports cognitive and affective outcomes more than traditional face-to-face and asynchronous online education: A meta-analysis of webinars

The COVID-19 pandemic led schools and universities worldwide to rapidly shift from traditional, in-person classes to synchronous online learning through webinar platforms such as Zoom, WebEx, and Microsoft Teams. This meta-analysis examined 31 randomized controlled trials (RCTs) involving 3823 learners to better understand how effective synchronous online programs are for supporting both affective outcomes (such as attitudes, satisfaction, self-efficacy, and interest) and cognitive outcomes (including declarative knowledge and procedural skills). Overall, the findings show that synchronous online learning is more effective than asynchronous online and face-to-face education in improving both learners' affect and their learning performance. The strongest positive effects of webinars appeared when they were compared to waitlist groups and asynchronous courses, and when affective outcomes focused on learners' self-efficacy beliefs. The study also found a significant link between affective and cognitive outcomes. Finally, we highlight practical implications for instructional design and suggest directions for future research on webinar-based learning. • A meta-analysis (k = 31 studies with 3823 learners) on webinar effectiveness • Synchronous online learning in webinars is more effective than control conditions. • Webinars favor cognitive outcomes (student knowledge and skills). • Webinars favor affective outcomes (attitude, satisfaction, self-efficacy, interest).