Asynchronous vs. Synchronous Interaction

2011 ◽  
pp. 122-131
Author(s):  
Tiong Kung-Ming ◽  
Sim Khoon-Seng
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Rapid Development ◽  
Educational Process ◽  
Future Trends ◽  
Computer Based Learning ◽  
Synchronous Interaction ◽  
Instructor Interaction ◽  
Computer Based ◽  
Student Instructor

The rapid development of technology greatly influences computer-based learning in distance education. One of the most important aspects is interactivity, and this is threefold: student-student interaction, student-instructor interaction, and student-content interaction (Moore & Kearsley, 1996). As distance-education technology increasingly moves toward multimedia-oriented systems, a more effective synergy of synchronous and asynchronous interaction is required. As discussed by Garrison (1990), the quality and integrity of the educational process in distance learning largely depends upon sustained, two-way communication. In this article, we will look into the characteristics of both types of interaction and discuss their advantages as well as impact on the three forms of interactions. We will also look at some examples for both asynchronous and synchronous interaction technologies in facilitating distance learning. Finally, we look at some possible future trends in distance-learning interactivity.

Asynchronous vs. Synchronous Interaction

2011 ◽  
pp. 104-113 ◽  
Author(s):  
Tiong Kung-Ming ◽  
Sim Khoon-Seng
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Rapid Development ◽  
Educational Process ◽  
Future Trends ◽  
Computer Based Learning ◽  
Synchronous Interaction ◽  
Instructor Interaction ◽  
Computer Based ◽  
Student Instructor

The rapid development of technology greatly influences computer-based learning in distance education. One of the most important aspects is interactivity, and this is threefold: student-student interaction, student-instructor interaction, and student-content interaction (Moore & Kearsley, 1996). As distance-education technology increasingly moves toward multimedia-oriented systems, a more effective synergy of synchronous and asynchronous interaction is required. As discussed by Garrison (1990), the quality and integrity of the educational process in distance learning largely depends upon sustained, two-way communication. In this article, we will look into the characteristics of both types of interaction and discuss their advantages as well as impact on the three forms of interactions. We will also look at some examples for both asynchronous and synchronous interaction technologies in facilitating distance learning. Finally, we look at some possible future trends in distance-learning interactivity.

Hypermedia Modules for Distance Education

2011 ◽  
pp. 749-755
Author(s):  
Nicoletta Sala
Keyword(s):  
Distance Education ◽  
Rapid Development ◽  
Educational Process ◽  
The Internet ◽  
Economic Science ◽  
Client Server ◽  
Computer Based Training ◽  
Engineering Information ◽  
Computer Based ◽  
Electronic Instrumentation

The rapid development of digital, networked multimedia technology such as the Internet, e-mail and computer-based and video conferencing can open new educational opportunities. This article describes the use of hypermedia modules in distance learning. This educational experience has been developed by the Department of Electronics (Dipartimento di Elettronica) of the Politecnico of Torino (Italy) in the field of computer-based training in electronic instrumentation and measurements, where the author was a supervisor for the educational process. This project is a part of an Italian study of distance education named “Consorzio Nettuno” that involves different undergraduate courses (Electronic Engineering, Information Technology, and Economic Science). Several modules have been developed using multimedia technologies to assist the students to acquire the fundamentals of the basic electronic instrumentation. A client-server system has been designed in order to allow the students to operate in a remote laboratory for experimental training. The courseware includes lessons, exercises, and training on virtual instruments that emulate actual instruments. The students can also carry out several real laboratory experiments without actually being in the laboratory by using a client-server structure based on the Internet.

scholarly journals ASSESSMENT LEVEL OF PHYSICAL ACTIVITY AND PSYCHO-EMOTIONAL HEALTH STATUS OF THE BOGOMOLETS NATIONAL MEDICAL UNIVERSITY STUDENTS UNDER CONDITIONS OF DISTANCE LEARNING ORGANIZATION

2021 ◽  
Vol 127 (4) ◽  
pp. 116-123
Author(s):  
Svitlana Kalashchenko ◽  
Olena Lutsak ◽  
Anatolii Hrynzovskyi ◽  
Oleksandr Kovalchuk ◽  
Serhii Martynenko ◽  
...  
Keyword(s):  
Physical Activity ◽  
Distance Education ◽  
Distance Learning ◽  
Motor Activity ◽  
Emotional Health ◽  
Rapid Development ◽  
Educational Process ◽  
Emotional Impact ◽  
National Medical ◽  
Medical University

deterioration of epidemiological situation in the country and educational institutions due to the spread of coronavirus infection prompted the government to change the educational process and move it to distance learning. Psychological support and assistance of future doctors are critical, as, in our country, there is a growing shortage of medical staff, namely doctors, during the COVID-19 pandemic. One way to solve the above problems is to study students of higher medical institutes (SHMI) views on the transition to distance learning, which is essential to identify weaknesses and issues in the higher medical institutions of our country and to purposefully take measures to improve the pedagogical process based on identified needs. The aim of our research includes assessment of the level of physical activity and psycho-emotional health of the higher medical education seekers' of the healthcare field specialty 222 medicine using distance education under quarantine conditions (additional psycho-emotional impact) and establish ways for improving it with a combination of distance education and different psycho-emotional impact. A survey was conducted among 155 Bogomolets National Medical University SHMI of the 1st and 2nd year of study. Developed by us questionnaire have included questions about the assessment of the educational process organization (at the classroom and at "distance"), SHMI routine (work and leisure), namely amount of their spending time for sports and on the gadget use. Significant attention had been given to SHMI assessment of their health, psycho-emotional state, and level of adaptation during the study. During processing results of the motor activity study of surveyed SHMI had been revealed an insufficient level of motor activity. Thus, only 14% of SHMI do morning gymnastics, 29% of respondents go in for sports three times a week. We also found that a significant proportion of respondents have not enough duration of night sleep, which negatively affects the study's success and potentially worsens their health. Analysis of the surveyed SHMI work and rest schedule shows that most SHMI sleep at night on weekdays for 6 to 7 hours (72%). 25% of respondents have a sleep duration of up to 5 hours and only 3% of respondents have slept more than 9 hours. However, chronic insomnia can gradually lead not only to diseases but also to disorders such as, decreasing concentration memory impairment, reduce performance and work efficiency. Significant mental and psycho-emotional overload during distance education requires establishing of physiological day regime. Assessment of the functional state of SHMI allows timely attention and identifies certain risk groups among SHMI. Currently, distance education is developing rapidly due to quarantine restrictions, the rapid development of the Internet, and the constant improvement of communication methods. Therefore, it is essential to improve the effective organization of distance education in terms of providing SHMI with the required level of knowledge and paying due attention to problem issues.

Hypermedia Modules for Distance Education

2011 ◽  
pp. 1019-1024
Author(s):  
Nicoletta Sala
Keyword(s):  
Distance Education ◽  
Rapid Development ◽  
Educational Process ◽  
The Internet ◽  
Economic Science ◽  
Client Server ◽  
Computer Based Training ◽  
Engineering Information ◽  
Computer Based ◽  
Electronic Instrumentation

The rapid development of digital, networked multimedia technology such as the Internet, e-mail and computer-based and video conferencing can open new educational opportunities. This article describes the use of hypermedia modules in distance learning. This educational experience has been developed by the Department of Electronics (Dipartimento di Elettronica) of the Politecnico of Torino (Italy) in the field of computer-based training in electronic instrumentation and measurements, where the author was a supervisor for the educational process. This project is a part of an Italian study of distance education named “Consorzio Nettuno” that involves different undergraduate courses (Electronic Engineering, Information Technology, and Economic Science). Several modules have been developed using multimedia technologies to assist the students to acquire the fundamentals of the basic electronic instrumentation. A client-server system has been designed in order to allow the students to operate in a remote laboratory for experimental training. The courseware includes lessons, exercises, and training on virtual instruments that emulate actual instruments. The students can also carry out several real laboratory experiments without actually being in the laboratory by using a client-server structure based on the Internet.

Hypermedia Modules for Distance Education and Virtual University

2003 ◽  
Vol 1 (1) ◽  
pp. 78-95 ◽  
Author(s):  
Nicoletta Sala
Keyword(s):  
Distance Education ◽  
Rapid Development ◽  
Educational Process ◽  
The Internet ◽  
Economic Science ◽  
Virtual University ◽  
Client Server ◽  
Computer Based Training ◽  
European Universities ◽  
Computer Based

The explosive growth of the Internet and the convergence of information and communication technology is opening up new educational opportunities. In fact, the rapid development of digital, networked multimedia technology such as the Internet, e-mail and computer based and video conferencing can redefine the learning environment. This paper describes two different experiences of the use of hypermedia modules inside the distance learning and the virtual university. First experience is an activity developed by the Department of Electronic (Dipartimento di Electtronica) - Politecnico of Torino (Italy) in the field of computer-based training in electronic instrumentation and measurements, where the author was a supervisor for the educational process. This project has been developed for Italian research of distance education named “Consorzio Nettuno,” which involves different undergraduate courses (Electronic Engineering, Information Technology, Economic Science). Several modules have been developed, using multimedia technologies, to assist the students to acquire the fundamentals of the basic instrumentation. A client-server system has been designed in order to allow the students to operate on a remote laboratory for experimental training. The courseware includes lessons, exercises, and training on virtual instruments which emmulate actual instruments. The students can also carry out several real laboratory experiments without actually being in the laboratory, by using a client-server structure based on the Internet. Second experience, named “Cybermath,” is an example of virtual university course, in fact the aim of this project is to realise a hypermedia course of mathematics using the collaboration between different European universities.

scholarly journals Distance Education of Specialists in Tourist and Hotel & Restaurant Business

2020 ◽  
pp. 246-262
Author(s):  
Olexandr Skibitsky ◽  
◽  
Volodymyr Lypchanskyi ◽  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Information And Communication Technologies ◽  
Information Technologies ◽  
Technological Development ◽  
Rapid Development ◽  
Educational Process ◽  
Learning Platforms ◽  
Educational Paradigm ◽  
Economic Zones

The phenomenon of distance learning in modern scientific and pedagogical discourse is studied. Peculiarities of distance learning organization in tourism and related branches of hotel and restaurant service are determined. An analysis of the spread of distance learning in the world. The state and prospects of the organization of the system of distance learning of specialists of the tourist branch in Ukraine are analyzed. The method of conducting a study of the organization of distance learning in domestic free economic zones is considered. The possibilities of the Moodle learning management system are investigated . The directions of the organization of distance learning in the course of studying of separate disciplines by students of IHE are offered. The directions of introduction of the newest innovative technologies in are outlined c system of distance education and their investment It is specified that the prerequisites for the emergence of forms of distance learning are: a new educational paradigm that has identified priorities for the development of open education. The positive dynamics of socio-economic. scientific and technological development is depicted, such as: strengthening integration and democratic processes in education and society as a whole; informatization of education and introduction of information and communication technologies in the educational process of higher education institutions , rapid development of information technologies; the emergence of educational environments, distance learning platforms as a means of implementing the tasks of distance education. The criteria for evaluating the quality of the electronic distance learning course have been clarified. The comparison of distance courses of pedagogical free economic zones on the basis of criteria of structural and functional examination is carried out. To eliminate the identified shortcomings of distance learning courses in the study of disciplines in the cycle of management of restaurant and hotel and tourism business, it is necessary to develop guidelines for the preparation of electronic training courses for the study of these disciplines in the organization of distance learning.

MEGATREND OF DISTANCE EDUCATION: ADVANTAGES, DISADVANTAGES, RISKS

2020 ◽  
pp. 7-18
Author(s):  
Dmytro Dzvinchuk
Keyword(s):  
Social Networks ◽  
Distance Education ◽  
Distance Learning ◽  
Information Technologies ◽  
Educational Process ◽  
Free Access ◽  
Technical Aspects ◽  
Modern Information ◽  
Process Loss ◽  
Independent Work

The article considers some psychological, pedagogical and technical aspects of the introduction of distance learning. It is emphasized that the main purpose of creating a system of distance education is to ensure free access to educational resources through the use of modern information technologies and social networks and to create conditions for citizens to exercise their rights to education. The main disadvantages of distance education are depersonalization, lack of proper motivation of participants in the educational process, loss of educational and socialization functions of education, hyperbolization of independent work, low level of control over the educational process.

scholarly journals Synchronous and Asynchronous E-Learning Modes: Strategies, Methods, Objectives

2021 ◽  
Vol 9 (1) ◽  
pp. 19-27
Author(s):  
Olha Volodymyrivna Berestok ◽  
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Learning Environments ◽  
English Language ◽  
Educational Process ◽  
Asynchronous Online Learning ◽  
E Learning ◽  
Ict Tools ◽  
Learning Modes

The article deals with the main strategies, methods and objectives of synchronous and asynchronous E-Learning Modes from a scientific and practical point of view. A detailed description of the synchronous and asynchronous online-learning at different historical stages is presented. The task of the distance education in light of the trends of modern society and its role in the implementation of professional and social aspirations of an student is shown. The basic problems of contemporary ICT, the difference and peculiarities of the synchronous and asynchronous methods of e-communication are determined. The general tendencies, content, sources, means, forms and methods of ICT implementation in terms of strict quarantine circumstances are highlighted. Certain ICT tools implemented by higher educational establishments to provide distance learning in the educational institutions are defined. The key ways of overcoming the contradictions that arise in the path of self-improvement of a student in the present are called. The application of ICT tools by the teaching staff as an essential and effective instrument to modernize the educational process is emphasized. Online-learning environments, namely synchronous and asynchronous ones, essential to provide distance education, are mentioned. Various forms of interaction involved in synchronous and asynchronous modes are pointed out. The current practices of synchronous and asynchronous e-learning/teaching in English language are established. The results of the case study of the effectiveness of a/synchronous environments towards better English language learning are evaluated. The analysis of the strategy used in distance learning is presented. The leading instruments and tools for synchronous and asynchronous online-learning are stressed on. The description of "high degree of interactivity" between participants who are separated from each other geographically and in time by asynchronous learning environments is provided. The basic measures for the introduction of distance learning technologies in the educational institution, which do not contradict the principles of pedagogy, but supplement and promote the development of the process of education, are formulated. The preferences of students as for methods used during remote education are noted. Basic challenges for teachers, institutions, and students, provided by both synchronous and asynchronous modes of distance learning, are described.

scholarly journals The peculiarities of the CLIL technology use in the context of distance learning in the educational institutions of the Republic of Kazakhstan

2021 ◽  
Vol 102 (2) ◽  
pp. 188-194
Author(s):  
B. Zhetpisbayeva ◽  
◽  
D. Dyakov ◽  
S. Shunkeyeva ◽  
G. Khamitova ◽  
...  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Technology Use ◽  
Online Survey ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
Educational Institutions ◽  
School Teachers ◽  
University Teachers ◽  
The Republic

This article proposes a research vision of the problem of using CLIL training in the context of distance education in schools and universities of the Republic of Kazakhstan. The relevance of the study is due to the lack of the research devoted to the content analysis of the integration of CLIL learning and distance learning technologies, as well as the need to identify the features and universal problems, characteristic of the practice of CLIL learning in distance learning format. The diagnosis of this problem was carried out through an online survey of school teachers and university teachers acting as experts on the implementation of CLIL training in educational institutions of the Republic. To develop a methodology and tools for online survey of teachers scientific works in the field of CLIL training and distance education technologies on the creation of educational resources and a virtual learning environment and on the sociology of education were studied. When processing the results of the survey, we used statistical and descriptive research methods. The results of the online survey confirmed the hypothesis of the study that the main problem of using CLIL technology is the problem of resource provision of the CLIL training program in the context of distance education, as well as the level of methodological and IT-training of school teachers and university teachers. Other features of using CLIL technology in a distance format are as follows: the school teachers and university teachers have an appropriate set of basic competencies of a teacher practicing CLIL training, and, at the same time, their insufficiency for the implementation of the educational process in the context of distance education and, accordingly, the need to acquire additional competencies required by the teacher for the application of CLIL technology in a distance format

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