Strategies to Maximize Asynchronous Learning

This chapter provides suggestions on how educators and learners can thrive in asynchronous learning environments. A review of what constitutes an asynchronous environment and how it contrasts to synchronous learning environments is discussed. Constructivist, social constructivist, constructivist learning environments, and active learning strategies are reviewed in the context of asynchronous learning. In addition, key tools, applications, and strategies that can be used to support successful asynchronous learning environments are reviewed. This includes the inherent tools within a learning management system, video, and collaboration tools. Finally, educator best practices and recommended areas of future research are discussed. Within the best practices section, strategies to create a more effective and empathic learning environment are discussed.

Reimagining Engagement

This article explores how to successfully adapt simulations developed for traditional classrooms for synchronous platforms. Acknowledging the importance of the co-construction of knowledge and the impact of active learning in classrooms, this article explores instructional design approaches, logistical issues, and pedagogical considerations for translating successful in-person simulations to online synchronous learning environments. An example from a graduate level intercultural communication course is described as a platform for addressing lessons learned and sharing best practices. By reimagining five areas of adaptation, including materials, technology, grouping students, communication, and the role of the facilitator, faculty can examine critical junctures at the intersection of content knowledge, technology know-how, training pedagogy, and instructional design to conduct successful synchronous simulations.

Analysis of Sports Event Management Teaching from the Perspective of Multimedia considering Multiobjective Teaching Optimization Algorithm

At present, the combination of multimedia technology and physical education has been extensively applied, and the reform of sports event management has also attracted the attention of researchers. Reform and innovation have been carried out on the effective utilization of physical education resources and the image display of sports actions with great difficulties in the process of teaching and cross school and class synchronous learning, which has not only enriched the approaches and methods of sports management and teaching but also achieved certain effects.

What Does “Asymmetric VR” Mean? A Directed Content Analysis of Co-Located Use of VR by Users on Reddit

Technology is often framed in terms of space and time of use, such that a mobile phone is used to either send asynchronous messages or host synchronous conversations with remote others, while a classroom smartboard supports co-located, synchronous learning. As the technology becomes more immersive, the applicability of frameworks such as the time/place matrix becomes less clear. This study attempts to provide clarity by applying the Composite framework for Asymmetric VR (CAVR) to online forum descriptions of the use of immersive virtual reality (VR) in co-located groups. A related framework, Roles of Technology, is also explored; however, the authors argue the framework must be expanded before application of it beyond mobile technology. To better understand one possible solution to co-located VR’s isolation problem, a directed content analysis was conducted, exploring the discussion of co-located and asymmetric VR use on various subreddits. As a result, 11 patterns of co-located use of VR, including 8 which specify asymmetric VR designs, are identified. The researchers update the dimensions of CAVR according to these results, compare CAVR to another nascent framework, and offer suggestions for future work and applicability to practice. This work is intended to help guide future creation and research of asymmetric VR experiences through the deconstruction of existing asymmetric VR experiences to their key parts via the application of CAVR.

Mobile learning and socially constructed blended learning through the lens of Activity Theory

The pandemic has drastically changed the education landscape. The pedagogical practices, policies and procedures ingrained and refined over many years were suddenly rendered less effective. Overnight, new practices, policies and procedures had to be drafted to support teaching and learning. More than a year on, educators have found a new home, new pedagogies and practices have been refined and continue to be, policies and procedures are agile to support a volatile environment academia dwells in during the pandemic era. Building upon the work the Mobile Learning Special Interest Group (MLSIG) presented last year at the conference, we investigate the role mobile learning is and could play in emerging pandemic pedagogies. Eight vignettes are presented from universities around the world that are analysed using Activity Theory to understand the role of mobile devices and social tools for developing blended synchronous learning (BSL) and HyFlex learning.

Pengembangan Pembelajaran Sejarah Berbasis Microsoft Teams Untuk Membentuk Kecakapan Abad 21

The Covid-19 pandemic has changed all aspects of human life. One of them is education. The government has launched a Learning From Home (BDR) policy to tackle the spread of COVID-19. This has an impact on the learning process and inculcating character values ​​among the younger generation. History learning certainly plays an important role in shaping the character of the younger generation and becomes one of the solutions to moral decadence during the pandemic. Therefore, history learning needs to be arranged creatively by innovating learning technology, one of which is Microsoft Teams. This article aims to describe a Microsoft Teams-based history learning model by incorporating learning technologies such as broadcast. This article is written with descriptive writing method. The theories used to analyze and develop this learning model include the concepts of understanding, feeling, acting, and the example of Ki Hadjar Dewantara; the Smart School and Good School concepts developed by Matthew Davidson, Thomas Lickona, and Vladimir Khmelkov; and the concept of Teaching Controversial Issues based on Thomas Lickona's research. The history learning model based on Microsoft Teams consists of several stages, namely Preparation of Learning Implementation Plans (RPP); Material Ray Making; Asynchronous Learning by sharing podcasts of material into Teams Classes; Synchronous Learning Discussing Rays; Synchronous Learning that Discusses the Perspective of Characters, Historical Actors, or Experts and Discusses; and Control of Character Guidance with Homeroom and Counseling Teachers. This model can be applied in history learning in an effort to inculcate character values ​​and competencies in the 21st century by inviting students to continue to plan and realize good plans for the better.

Intelligent Face Tracking for Collaborative Synchronous e-Learning using Pattern Recognition Model

Intelligent Face Tracking for Collaborative Synchronous e-Learning using Pattern Recognition Model can provide high levels of interaction for distance learning initiatives. With the rapid evolution of technology, face recognition login and tracking, continuous product evaluation is necessary to ensure optimal methods and resources for connecting students, instructors, and educational content in rich, online learning communities. This article presents the analysis of online, synchronous learning solutions. Focusing on their abilities to meet technical and pedagogical needs in higher education. To make a solid comparison, the systems were examined in online classrooms with instructors, guest speakers, and students. Relative to usability, instructional needs, technical aspects and compatibility are outlined for systems.

Impact of Self-Directed Learning and Educational Technology Readiness on Synchronous E-Learning

The coronavirus (COVID-19) has had severe global impacts in many aspects of education. Asian countries and regions have been the first responders to move entirely online since the epidemic started. The aim of this paper is two-folded. First, this study investigates the correlations in order to understand the compounded effects on presences in the participating synchronous learning environments. Second, this paper provide empirical evidence and insights for educators on the future trends of learning and instructional strategy in online teaching. This study investigated students’ perception of synchronous e-learning during the COVID-19 pandemic for the better design of the e-learning teaching pedagogy and determines how the key factors of e-learning perception are inter-correlated enabling educators to focus on. The study has important implications that student readiness in educational technology is critical to assist the recent practice in implementing online learning.