Synchronous vs. Asynchronous Tutorials: Factors Aff ecting Students’ Preferences and Choices

Th is study aimed to determine the factors that aff ect students’ preferences regarding tutorial modes. A learning-habit inclinations questionnaire (LHIQ) was constructed and administered to 288 students. Factor analysis revealed four factors: “time management,” “ease of access” to learning materials, “positive aspects of interaction,” and “negative aspects of interaction.” Seven satellite-based synchronous tutorials were delivered to 92 students in a Research Methods course. Th e following semester, 73 other students taking the same course received the same seven tutorials with the same tutor but in a mixed mode of delivery: three similar satellitebased synchronous tutorials and four satellite-based asynchronous videocassettes containing the recorded tutorials of the previous semester. Attitudes toward diff erent components of the learning environments were measured and the LHIQ was administered. Results revealed that preferences of tutorial mode were determined by students’ learning-habit inclinations: Th ose who prefer the satellite-based synchronous tutorials have stronger views toward the positive aspects of interactions and score lower on the need for autonomy and access to learning materials than those who prefer the satellite-based asynchronous tutorials. Methodological (lessons on fi eld research), theoretical (signifi cance of learning styles in eff ective teaching and learning), and practical (fl exibility in teaching practices) implications are discussed. (