Internet Learning Volume 1, Number 1, Fall 2012 | Page 34

Assessing Virtual Students’ Quiz Performance in Web Mediated Synchronous Instruction 33
classroom experience over the Internet. Presumably by compensating in other dimensions of the
CoI model, my students and I were able to leverage capacities beyond the scope of this research,
such as email-based inquiries, review of drafts, reflection by solitary students, and discussion
among peers, to equalize the results achieved by virtual and in-person attendees for the financial
assignments, which constituted the core of the course.
The CoI framework has provided a meaningful assessment of the student experience in
key facets of the learning process. This study extends that assessment by adding a performance
dimension, whereas prior research has been overwhelmingly survey-based. The incorporation of
synchronous learning also represents an extension for research roo