Type of e-resources for asynchronous online learning in pre-clinical year 2 during the COVID-19 pandemic

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.

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An Investigating Students’ Perception on Asynchronous Online Language Learning during COVID-19 Pandemic: An Exploratory Study

INTERACTION: Jurnal Pendidikan Bahasa ◽

10.36232/jurnalpendidikanbahasa.v8i2.1391 ◽

2021 ◽

Vol 8 (2) ◽

pp. 291-302

Author(s):

Zakie Mahri Prasojo ◽

Mansyur Srisudarso

Keyword(s):

Online Learning ◽

High School Students ◽

Language Learning ◽

Learning Strategies ◽

Exploratory Research ◽

Vocational High School ◽

School Students ◽

Asynchronous Online Learning ◽

The Subject ◽

Rich Data

The aims of this study are to investigate the perceptions of two vocational high school students majoring Animation and Accounting about asynchronous online learning during pandemic and how they overcome the challenges faced. This study used qualitative exploratory research design by conducting observation, interview and documentation to get rich data of the subject under focus. Moreover, the researcher used thematic analysis to analyse the data collected by following six steps proposed by Braun et al. (2019). The findings showed that asynchronous online learning strategies seemed to not fit the participants. The students more preferred learning that is conducted synchronously which for some students is perceived as a burden as they have to deal with the problem of internet data. Other findings also indicated that students who still had problem with material given were likely to have discussion with other students as an effort to overcome one of the challenges faced.

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Effective Teaching Practices to Foster Vibrant Communities of Inquiry in Synchronous Online Learning

Educational Communities of Inquiry ◽

10.4018/978-1-4666-2110-7.ch006 ◽

2013 ◽

pp. 84-108 ◽

Cited By ~ 5

Author(s):

Annie Saint-Jacques

Keyword(s):

Online Learning ◽

Graduate Students ◽

Community Of Inquiry ◽

Doctoral Study ◽

Asynchronous Online Learning ◽

Graduate Seminars ◽

Ongoing Dialogue ◽

Synchronous Online Learning ◽

Synchronous Online

For the past decade, the Community of Inquiry (CoI) framework has been validated and applied to asynchronous online learning. This chapter proposes to explore its innovative application to synchronous online learning which has to date received little attention in the literature. This chapter reports on effective ways to engage graduate students attending virtual seminars in real time, based on the findings of a qualitative doctoral study that took place in five Francophone and Anglophone North American universities. The crucial role of the faculty member as the facilitator of a rich and ongoing dialogue in the classroom has yet to be identified with, and embraced by faculty, but students are generally satisfied with their virtual graduate seminars.

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Aligning Effective Professional Development and Online Learning

Handbook of Research on Teacher Education and Professional Development - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-1067-3.ch024 ◽

2017 ◽

pp. 428-440 ◽

Cited By ~ 1

Author(s):

Aimee L. Morewood ◽

Julie Ankrum ◽

Allison Swan Dagen

Keyword(s):

Professional Development ◽

Online Learning ◽

Conceptual Framework ◽

Community Of Inquiry ◽

Effective Professional Development ◽

Learning Contexts ◽

Online Tools ◽

Asynchronous Online Learning ◽

Constructivist Perspective ◽

Research Based Practices

The focus of this chapter is an exploration of the intersection between widely acknowledged and implemented research-based practices for effective PD and a conceptual framework for effective online learning and engagement called the Community of Inquiry (CoI) (Garrision, Anderson, & Archer, 2000). A social constructivist perspective is used to align the characteristics of effective PD (e.g., duration, collaborative participation, active learning, coherence, and content focus) with the three CoI presences (e.g., teaching, social, and cognitive presences). Beyond the alignment of these two conceptual frameworks, practical examples of online tools are discussed for both synchronous and asynchronous online learning contexts within this chapter.

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Critical Thinking in the Online Nursing Education Setting: Raising the Bar

Canadian Journal of University Continuing Education ◽

10.21225/d5bs38 ◽

2013 ◽

Vol 32 (1) ◽

Author(s):

Lorraine Carter ◽

Ellen Rukholm ◽

Sharolynn Mossey ◽

Gloria Viverais- Dresler ◽

Debra Bakker ◽

...

Keyword(s):

Online Learning ◽

Critical Thinking ◽

Nursing Education ◽

Learning Environment ◽

Health Assessment ◽

Ways Of Knowing ◽

Online Learning Environment ◽

Asynchronous Online Learning ◽

Written Assignments ◽

Nursing Health

This article explores the effectiveness of writing to help nurse-learners develop critical thinking in an asynchronous, online learning environment. The formal written assignments of students in an online nursing health assessment program were analyzed for evidence of critical thinking according to Johns’ Model of Structured Reflection (Johns, 1995) based on Carper’s Ways of Knowing in Nursing (Carper, 1978), as well as for growth in discipline-specific writing. Informal contributions by participants and the instructor were studied for evidence of interaction. Results indicated that the online learning environment provided an effective forum that facilitated critical thinking and reflection through writing.

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Interaction Design Evaluation and Improvements of Cozora - A Synchronous and Asynchronous Online Learning Aplication

2017 7th World Engineering Education Forum (WEEF) ◽

10.1109/weef.2017.8467168 ◽

2017 ◽

Author(s):

Puti Fitri Larasati ◽

Harry Budi Santoso

Keyword(s):

Online Learning ◽

Interaction Design ◽

Design Evaluation ◽

Asynchronous Online Learning

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“Generation invisible“. Higher education students’ (non)use of webcams in synchronous online learning

10.31234/osf.io/7brp6 ◽

2020 ◽

Author(s):

Svenja Bedenlier ◽

Iris Wunder ◽

Michaela Gläser-Zikuda ◽

Rudolf Kammerl ◽

Bärbel Kopp ◽

...

Keyword(s):

Higher Education ◽

Online Learning ◽

Online Survey ◽

Individual Characteristics ◽

Course Characteristics ◽

Face To Face ◽

Asynchronous Online Learning ◽

Usage Behavior ◽

Course Variables ◽

Teaching In Higher Education

The Spring term 2020 saw a global switch to emergency remote teaching in higher education due to the COVID-19 pandemic. Alongside asynchronous online learning activities, students were called to participate in synchronous videoconferencing sessions, substituting the traditional on-campus face-to-face courses. Given the preponderance of students to avoid using webcams, this study sought to investigate usage behavior, as well as potentially related course variables and individual characteristics. 3,527 students from across all institutional faculties of a comprehensive German university took part in an online survey. Students’ webcam usage behavior was related to personal thoughts and feelings (e.g., privacy), to course characteristics (e.g., group cohesion), and it differed due to specific groups (gender, study degree). Results of this research shed light on a globally present phenomenon and provide a foundation for further investigation.

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