China
Africa
Explore chapters and articles related to this topic
Online Education
Published in Matthew N.O. Sadiku, Emerging Internet-Based Technologies, 2019
Online courses may be delivered in two ways: asynchronous learning or synchronous learning format. Asynchronous learning takes place when online participants are not required to be online at the same time. It is flexible because it allows instructors and learners to communicate anytime, anywhere. Although students communicate through emails and phone calls, asynchronous learning is regarded as less social in nature and can cause learners to feel isolated. Distance education is customarily asynchronous. Synchronous learning takes place when online class meets at the same specified meeting time and the learners utilize the online media at the same time. It serves four functions: instruction, collaboration, support, and information exchanges. In a synchronous environment, instructors and students can interact with real-time responses. This is close to face-to-face learning [7].
Reframing Learning via Technology
Published in Alethea Blackler, Evonne Miller, How to Be a Design Academic, 2021
Jennifer Seevinck, Nick Kelly, Heather McKinnon, Richard Evans, Brett Fyfield, Leo Rezayan, Jeremy Kerr, Anastasia Tyurina, Jane Turner
For lectures, both units moved to a video-driven mode and these were conceived as a series of upbeat “micro-lectures,” approximately half the standard lecture hour, to adjust for screen-based attention spans (Subramanian, 2017). The delivery of this recorded content was integral to both units as a large proportion of students were international exchange students and had returned to their home countries and different time zones. The format allowed for asynchronous learning, whereby education could occur when it best suited students and when individuals were most receptive to tuition.
Static vs. Dynamic Representations and the Mediating Role of Behavioral Affect on E-Learning Outcomes
Published in International Journal of Human–Computer Interaction, 2022
Online learning programs have considerable limits when compared to traditional classroom education, wherein the instructor can get real-time feedback from the students and adjust his or her approach or tactics accordingly. Given that asynchronous learning is a major component in online education, course design, and instructional design have become essential for fostering motivation in learners, and positive behaviors to achieve improved learning outcomes. Understanding how behavioral affect varies during the different stages of learning is of considerable importance but remains somewhat ambiguous in the literature. Comprehension of behavioral affect can further assist in building real-time feedback on online learning platforms if it is detectable, measurable, and useful for design intervention.
Student perceptions of asynchronous learning in an introductory online fashion course
Published in International Journal of Fashion Design, Technology and Education, 2023
Jaleesa Reed, Caroline Kopot, Katalin Medvedev
Whether an online course is asynchronous or synchronous also influences student success. Asynchronous learning takes place individually, without shared meeting times for the course. Creating an asynchronous course can include discussion boards for students to read and respond to course material, narrated slide presentations, and text-based assessments. Synchronous learning happens in real-time. It takes place in a class environment through a dialogic exchange of information and ideas (Eaton et al., 2017). Synchronous or asynchronous course structure determines how much independent learning students will be responsible for and the level of interaction they can expect from their instructor.
The final year project supervision in online distance learning: assessing students and faculty perceptions about communication tools
Published in Behaviour & Information Technology, 2019
Henrique Lemos dos Santos, Cristian Cechinel
Hrastinski (2008) compared the advantages and drawbacks of both e-learning methods of communication. According to the author, synchronous learning allows interacting in real time questions thus helping students and teachers to better socialise and avoid frustration, whereas asynchronous learning provides learning flexibility as it allows communication at any moment and in combination with other activities that one is currently involved with (family, work, travelling, etc).