Ring the Bell: An Asynchronous Learning Experience

Science Scope ◽  
2014 ◽  
Vol 037 (08) ◽  
Author(s):  
John Coup ◽  
Nicole Ackerson
Keyword(s):  
Learning Experience ◽  
Asynchronous Learning

scholarly journals Quadrant of Blended Learning: a Proposed Conceptual Model for Designing Effective Blended Learning

2018 ◽  
Vol 1 (1) ◽  
pp. 1-5
Author(s):  
Uwes Anis Chaeruman ◽  
Santi Maudiarti
Keyword(s):  
Blended Learning ◽  
Conceptual Model ◽  
Learning Strategies ◽  
Learning Experience ◽  
Asynchronous Learning ◽  
Instructional Designers ◽  
Face To Face ◽  
Synchronous Learning ◽  
E Learning ◽  
Face To Face Learning

Blended learning is not just simply combining online learning with face-to-face learning. It is dynamic and context dependent. It can be viewed from different contexts and perspectives. Different context has different needs and characteristics. It needs different blend of blended learning. But, blended learning has one same ultimate goal, i.e. to determine the most appropriate blend to make optimum learning experience occur. Recent literatures and studies showed that e-learning and blended learning are synonymous with synchronous and asynchronous learning. Therefore, the purpose of this paper is to propose a conceptual model of blended learning design and its definition viewed from the perspective of those learning setting. This conceptual model, called quadrant of blended learning. It consists of four quadrants, i.e.: 1) quadrant 1: live synchronous learning; 2) quadrant 2: virtual synchronous learning; 3) quadrant 3: collaborative asynchronous learning; and 4) quadrant 4: self-directed asynchronous learning. As a conceptual model, it is expected that it can provide framework and idea for instructional designers in designing effective blended learning strategies.

scholarly journals Combination of Synchronous and Asynchronous Models in Online Learning

2021 ◽  
Vol 5 (2) ◽  
pp. 198-217
Author(s):  
Intan Nuyulis Naeni Puspitasari
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Learning System ◽  
Primary Data ◽  
Asynchronous Learning ◽  
Main Question ◽  
Learning Spaces ◽  
Synchronous Learning ◽  
Self Study ◽  
Quality Learning

The implementation of an online learning system due to the Covid-19 pandemic has become a portrait of learning today and the future. Since March 2020 online learning implemented at the IAIN Kediri demands the readiness of lecturers and students to adapt to learning. The researcher as one of the lecturers who is directly involved in online learning has implemented a combination of synchronous and asynchronous learning settings through several learning media. This article is a self-study with a qualitative approach to the researcher's experience in carrying out online learning for one semester. The main question of this research is how do lecturers optimize the student learning experience in online learning using a combination of synchronous and asynchronous models?. A preliminary survey of students at the beginning of the semester and a reflection at the end of the semester researchers used as primary data sources to gain their insight into the online learning experience. Researchers found that this combination of synchronous and asynchronous models was proven to be more able to help students to be directly involved in learning activities and to feel a connection with their peers and lecturers. So that lecturers need to balance the flexibility provided by online space with the synchronous learning environment, according to the abilities and needs of students, as well as providing meaningful and quality learning spaces to achieve planned learning objectives.

scholarly journals An innovation in Flipped Class Room: A teaching model to facilitate synchronous and asynchronous learning during a pandemic

2020 ◽  
Vol 37 (1) ◽  
Author(s):  
Rehana Rehman ◽  
Syeda Sadia Fatima
Keyword(s):  
Learning Environment ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Asynchronous Learning ◽  
Average Score ◽  
P Value ◽  
Teaching Model ◽  
Constructive Feedback ◽  
Class Room

Objective: To conduct an on line Flipped Class Room (FCR) to facilitate synchronous (in class activity) and asynchronous learning [Virtual Learning Environment (VLE)] and acquire feedback of the learning experience from medical students at Aga Khan University. Methods: This interventional study was conducted with year II students undergoing Endocrine Reproduction Module at the Aga Khan University during April 13 to May 22, 2020. Pre reading material and pretest was shared with the students via Virtual Learning Environment (VLE) one week before the class. Microsoft Teams was used to conduct online session by two facilitators, where student discussion on case studies was encouraged. A WhatsApp group was created with the facilitators to respond to any student queries. The session was recorded and later uploaded on VLE. Posttest and a student satisfaction survey was conducted at the end of the session. Results: The average score for the pretest and posttest was 19.67 ± 1.37 and 24.60 ± 1.34 respectively (p value <0.05). The learner curve showed an increase in the knowledge learned by 4.93 points (p value <0.05). Fifty-five percent students felt that placement of session was appropriate and were satisfied with the instructions and expected outcomes, received constructive feedback for improvement and generated positive attitude towards learning. Conclusions: The innovative model of FCR through facilitation of synchronous and asynchronous learning empowered student’s engagement and interactive learning. Students perceived this as a great learning experience which they enjoyed with positive reinforcement from feedback given by the facilitators. They suggested continuation of this model for further learning sessions in other modules of undergraduate medical education at Aga Khan University. doi: https://doi.org/10.12669/pjms.37.1.3096 How to cite this:Rehman R, Fatima SS. An innovation in Flipped Class Room: A teaching model to facilitate synchronous and asynchronous learning during a pandemic. Pak J Med Sci. 2021;37(1):131-136. doi: https://doi.org/10.12669/pjms.37.1.3096 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Bringing Web 2.0 into the Learning Environment

2013 ◽  
pp. 109-118
Author(s):  
Saman Shahryari Monfared ◽  
Peyman Ajabi-Naeini ◽  
Drew Parker
Keyword(s):  
Social Media ◽  
Learning Environment ◽  
Web 2.0 ◽  
Social Networking ◽  
Learning Experience ◽  
Asynchronous Learning ◽  
The Internet ◽  
Continuous Learning ◽  
The Web ◽  
The Way

Social Networking, or the so-called Web 2.0 phenomenon, is changing the way we use the Internet. In turn, the way we use the Internet is changing the way we work, learn, communicate, and research. This chapter outlines a series of issues, tools, techniques, and pedagogy that may lie behind the process to bring social media into a learning environment. It then concludes with a four-year experience bringing these concepts into a senior undergraduate seminar, and offers observations and conclusions about the efficacy of our approach. Social networking has brought the Web into a conversation. Similarly, the chasm between synchronous and asynchronous learning is closing as the classroom becomes one part of a larger, continuous learning experience.

37 A Blog-Format Asynchronous Learning Experience

2012 ◽  
Vol 60 (5) ◽  
pp. S175
Author(s):  
D.J. Lakoff ◽  
R.J. Strayer ◽  
S. Bentley ◽  
K. Shah
Keyword(s):  
Learning Experience ◽  
Asynchronous Learning

scholarly journals LECTURES ON DEMAND IN ALN: ENHANCING THE ONLINE LEARNING EXPERIENCE

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
H. A. Latchman ◽  
Sheryl M. Latchman
Keyword(s):  
Online Courses ◽  
Learning Experience ◽  
Electrical Engineering ◽  
Asynchronous Learning ◽  
Learning Networks ◽  
Human Communication ◽  
On Demand ◽  
Technical Requirements ◽  
Provider Perspectives ◽  
Training Resources

It is now well known that asynchronous learning networks (ALNs) provide effective mechanisms for facilitating interaction within learning communities in which the learners are separated by distance or time constraints. However, despite the infrastructure and tools which make ALNs so successful, questions have been raised about the time and effort required on the part of instructors to generate effective ALN course materials. In this paper we address these and otherconcerns in the use of ALN and propose the use of a “Lectures-on-Demand” methodology to allow ALN students access to the actual classroom experience. The Lectures-on-Demand method incorporates the spoken word, spontaneously written material and other facets of natural human communication into the ALN infrastructure. This approach allows students to ‘attend’ regular classes in real time via the Internet, as well as to have asynchronous access to digitally storedvideo material with hyperlinks to online training resources at any time. The paper discusses the technical requirements from the user and provider perspectives and describes ongoing efforts at the University of Florida where an online MS degree in Electrical Engineering is now being offered using the Lectures on Demand approach and online courses toward a BS in Electrical Engineering are presently being developed with the same tools.

scholarly journals The online teaching and learning experience for pharmacoinformatics during COVID-19

2020 ◽  
pp. 37-38
Author(s):  
A. Sha'aban ◽  
H. A. Sha'aban Zainal ◽  
D.A.M. Noor
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Movement Control ◽  
Asynchronous Learning ◽  
Pharmaceutical Sciences ◽  
Face To Face ◽  
Care Services ◽  
Control Orders ◽  
Teaching Learning

At the Universiti Sains Malaysia (USM), Pharmacoinformatics is a second- year undergraduate Bachelor of Pharmaceutical Sciences course designed to introduce students on how to use technology to improve pharmaceutical care services. Until the outbreak of COVID-19, teaching, learning, and assessments for this course were predominantly conducted face-to-face. The unannounced arrival of the pandemic with its unprecedented uncertainties meant a drastic change in programme delivery was necessary. Social distancing and movement control orders were imposed to control the transmission of COVID-19 and hence a complete shift to online learning was required. All available tools were therefore deployed to make the transition a successful experience for both students and lecturers. The advantage of the new learning approach was that both synchronous and asynchronous learning experiences were explored. The group assignments were mostly synchronous using video conferencing applications. However, student assessments by the lecturers were predominantly asynchronous.

scholarly journals Prior to and in the Course of Covid-19 Pandemic: Exploring Learners’ Experiences of Learning English through Narrative Lens

2021 ◽  
Vol 3 (3) ◽  
Author(s):  
Achmad Kholili
Keyword(s):  
Language Learning ◽  
English Education ◽  
Learning Experience ◽  
Learning Experiences ◽  
Hybrid Learning ◽  
Structured Interview ◽  
Asynchronous Learning ◽  
Efl Learners ◽  
Face To Face Learning ◽  
Learning English

The language learning largely took place in the classroom, especially prior to Covid-19 pandemic and that this occurrence resulted in simplicity for the learners to learn and interact with each other because they could directly make in contact with their classmates and their teachers. However, since the pandemic developed in March 2020, all the learning process was subsequently altered into online learning. To date, studies on language learning has been undertaken by the researchers both at intra and international level. Despite the existence of these former studies, little work reports the comprehensive picture of language learning experiences prior to and during Covid-19 pandemic. To fill this lacuna, the current article reports on a narrative inquiry of EFL learners’ experiences of learning English prior to and during Covid-19 pandemic. Drawing upon data from a semi-structured interview with two Indonesian EFL learners of the sixth semester majoring in English education program, the finding indicates that EFL learners have sustained multifaceted learning experiences prior to and during the pandemic. They have gone through face-to-face learning prior to the pandemic, asynchronous learning during the pandemic and hybrid learning experience during the Covid-19 pandemic. This article concludes with suggestions for promoting hybrid learning model in the EFL setting, particularly in a higher education during the Covid-19 pandemic.

scholarly journals Fostering Success and Motivating EFL Learners Using Zoom Meeting: A Synchronous Learning Strategy

2021 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Muhammad Nuryanto
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategy ◽  
Learning Experience ◽  
Asynchronous Learning ◽  
Educational Strategies ◽  
School Students ◽  
Efl Learners ◽  
Synchronous Learning ◽  
Mixed Approach

Due to the rapid advancement of technology, teachers were forced to integrate technological equipment and method in educational strategies, for the main purpose of facilitating the learning experience. Accordingly, this study aimed to answer two main questions namely; 1) How can Zoom Meeting enhance high school students at Salatiga to gain success in ELT? 2) To what extent does use the Zoom Meeting as an asynchronous learning strategy affect the motivation of high school students at Salatiga? For that purpose, the researcher implemented an experimental design with a mixed approach to conduct the current study using a pre-test, and a post-test to measure the change in the levels of EFL learners’ English skills, the researcher also spread questionnaires to examine the attitude of the students towards the Zoom meeting. The participants of the current study were 60 high school students at Salatiga who were divided into two groups namely the control and experimental group. The findings indicated that zoom meeting enhanced EFL learners’ English skills and motivation Keywords: Zoom Meeting, Synchronous Learning Strategy, Zoom Meeting Learning

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