scholarly journals Impact of Synchronous and Asynchronous Settings of Online Teaching and Learning in Higher Education on Students’ Learning Experience During COVID-19

2021 ◽  
Vol 12 ◽  
Author(s):  
Sabine Fabriz ◽  
Julia Mendzheritskaya ◽  
Sebastian Stehle
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Survey Study ◽  
Online Teaching And Learning

The sudden impact of the COVID-19 pandemic challenged universities to provide students with online teaching and learning settings that were both immediately applicable and supportive of quality learning. This resulted in a broad variety of synchronous and asynchronous online settings of teaching and learning. While some courses balanced both kinds, others offered either predominantly synchronous or asynchronous teaching and learning. In a survey study with students (N=3,056) and teachers (N=396) from a large German university, we explored whether a predominance of synchronous or asynchronous teaching and learning settings in higher education was associated with certain student experiences and outcomes. Additionally, we examined how well these two types of teaching and learning settings support students’ basic psychological needs for autonomy, competence, and relatedness proposed by self-determination theory (SDT). Data were collected after the first online semester due to the COVID-19 pandemic. The results imply that from the students’ perspective, the teaching methods involved in the two settings of teaching and learning differ with regard to their potential to support social interaction and to support basic psychological needs as proposed by SDT. Students who studied mostly in synchronous settings reported more peer-centered activities such as feedback in comparison to students in mostly asynchronous settings. In contrast, teachers perceived fewer differences between teaching methods in synchronous and asynchronous settings, especially regarding feedback activities. Further, students in mostly synchronous settings reported greater support of their basic psychological needs for competence support and relatedness as well as a greater overall satisfaction with the online term compared to students in mostly asynchronous settings. Across all students, greater fulfillment of psychological needs and higher technology acceptance coincided with outcomes that are more favorable. Implications for the post-pandemic classroom are drawn.

Priorities for reorienting traditional institutions of higher education toward online teaching and learning: Thinking beyond the COVID-19 experience

2021 ◽  
pp. 204275302110388
Author(s):  
Talha A Sharadgah ◽  
Rami A Sa’di
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Institutions Of Higher Education ◽  
Review Of The Literature ◽  
Research Papers ◽  
Exclusion Criteria ◽  
Online Teaching And Learning ◽  
Traditional Institutions

The purpose of this study is to suggest priorities for reorienting traditional institutions of higher education (IHE) toward online teaching and learning beyond the COVID-19 experience. This research applied the qualitative research method. Data collection sources included both a systematic literature review relating to how COVID-19 informed online distance learning across the globe and an analysis of circulars germane to the pandemic that were issued by the Ministry of Education (MOE) in Saudi Arabia and by Prince Sattam bin Abdulaziz University (PSAU). Guided by those two types of data, that is, review of the literature in general and the MOE and PSAU circulars in particular, and also illuminated by their own experiences of online teaching during the lockdown, the researchers were able to put forward those priorities. For the systematic review of the literature, five steps were performed: (1) identifying search terms and developing and applying a search strategy; (2) screening the obtained research papers, removing duplicates and papers outside the focal point, and establishing inclusion/exclusion criteria; (3) assessing the research papers against the inclusion/exclusion criteria; (4) data extraction; and (5) data synthesis. Although this article does not suggest traditional IHE should go entirely digital, it highlights the need for IHE to ensure access to online learning content, develop more partnerships with community, develop online self-study skills, get students to shift from passive to active learning, and a need to reconsider current e-assessment. Additionally, the study emphasizes the need to provide additional support for faculty members, how university buildings should be gradually reopened, controlling factors influencing online learning outcomes, and addressing the issue of dropouts in IHE. Finally, the study underlines the need to add further emphasis to the importance of integrating blended learning in the university curriculum and navigating toward developing global distance learning programs.

scholarly journals Online Teaching and Learning Ecology in Thai Higher Education during the COVID-19 Pandemic

2021 ◽  
Author(s):  
Anucha Somabut ◽  
Kulthida Tuamsuk
Keyword(s):  
Higher Education ◽  
Learning Style ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Success Factors ◽  
Teaching Method ◽  
Faculty Members ◽  
Online Teaching And Learning ◽  
Technology And Learning ◽  
Learning Ecology

The chapter presents the impact of COVID-19 on Thai higher education the national, and university reactions and policies to cope with the situation. Parallel with the technology disruption, most universities have been attempting to promote online teaching due to the new learning environments and learning style of students, while faculty members are still reluctant. However, the COVID-19 has inevitably changed the ways the faculty members handle their classes. In this chapter, the findings on the components of online teaching and learning ecology (OTLE) in Thai higher education during the COVID-19 is summarized and proposed, covering the following topics: learning and teaching method, technology and learning resources, teacher roles, and student roles and responsibilities. Finally, the key success factors for the development of learning ecology at the higher education level are also covered.

Online Teaching as Virtual Work in the New (Political) Economy

2010 ◽  
pp. 46-67 ◽  
Author(s):  
Roy Schwartzman ◽  
David Carlone
Keyword(s):  
Higher Education ◽  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virtual Work ◽  
Theory And Practice ◽  
Online Teaching And Learning ◽  
Personal Time ◽  
Academic Labor ◽  
Online Labor

Online teaching and learning has been adopted throughout higher education with minimal critical attention to the challenges it poses to traditional definitions of academic labor. This chapter explores four areas where the nature of academic labor becomes contestable through the introduction of online instruction: (1) the boundaries demarcating work from personal time; (2) the relative invisibility of online labor; (3) the documentation, recognition, and rewards attendant to online instruction; and (4) the illusory empowerment of online students as consumers. The theory and practice of what constitutes “legitimate” labor in higher education require substantial reconsideration to incorporate the online dimension.

Facilitating Civility in Distance Education

2020 ◽  
pp. 1-16
Author(s):  
Catherine F. Flynn
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Social Interaction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Educational Environment ◽  
Professional Relationship ◽  
Online Teaching And Learning ◽  
Teaching And Learning Environment ◽  
History Of

Higher education has a long history of incivility, and the advent of distance learning has further exacerbated the issues. Increasing incivility in our society adds another challenging dimension to combating incivility and maintaining a supportive, educational environment. This chapter addresses the challenges of maintaining civility in the online teaching and learning environment that facilitates access 24/7. Specific issues relevant to disruptive actions in distance learning are covered, as well as strategies for preventing and reducing online incivility. Promoting a sense of connectiveness and social interaction is recommended, while also maintaining a professional relationship. Online culture is discussed as a key element in establishing an effective online environment.

Collaboration in Online Communications

2011 ◽  
pp. 264-268 ◽  
Author(s):  
Albert L. Ingram ◽  
Lesley G. Hathorn
Keyword(s):  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Course ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Online Communications ◽  
Clear Idea ◽  
Distance Courses

Collaboration and cooperation have become firmly established as teaching methods in face-to-face classes (e.g., Johnson, Johnson, & Smith, 1998). They are also rapidly becoming widespread in online teaching and learning in both hybrid (mixed traditional and online) course and distance courses. The methods are likely to be most effective if they are firmly grounded in how people actually work together. Some groups collaborate more successfully than others. Frequently, instructors may place students into groups in the expectation that they will collaborate without a clear idea of what collaboration is or how to recognize and encourage it. We must define what we mean by the terms, both so that we can use the techniques successfully and so that we can research them accurately.

Collaboration in Online Communications

2011 ◽  
pp. 314-318 ◽  
Author(s):  
Albert L. Ingram ◽  
Lesley G. Hathorn
Keyword(s):  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Accurate Solution ◽  
Online Course ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Online Communications ◽  
Clear Idea ◽  
Distance Courses

Collaboration and cooperation have become firmly established as teaching methods in face-to-face classes (e.g., Johnson, Johnson, & Smith, 1998). They are also rapidly becoming widespread in online teaching and learning in both hybrid (mixed traditional and online) course and distance courses. The methods are likely to be most effective if they are firmly grounded in how people actually work together. Some groups collaborate more successfully than others. Frequently, instructors may place students into groups in the expectation that they will collaborate without a clear idea of what collaboration is or how to recognize and encourage it. We must define what we mean by the terms, both so that we can use the techniques successfully and so that we can research them accurately. In addition, we must distinguish between groups in which people act independently from those who act collaboratively. As Surowiecki (2004) has pointed out, when all the results are aggregated, a large number of people acting independently may give a more accurate solution to a problem than an expert. Interdependent groups may often produce results inferior to the results obtained by their best-performing members or may be affected by a “groupthink” mentality.

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