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1 – 10 of over 6000
Article
Publication date: 3 February 2023

Sharon Mallon, Chris Richards and Andy Rixon

The outbreak of the COVID-19 pandemic brought about rapid changes in higher education (HE) pedagogies, with universities adding online options to their core face to face offering…

Abstract

Purpose

The outbreak of the COVID-19 pandemic brought about rapid changes in higher education (HE) pedagogies, with universities adding online options to their core face to face offering. The use of technology to facilitate learning has been a mainstay in traditional distance education settings. The paper aims to understand student and teacher experience of synchronous online learning in HE to develop practice and assist those newly coming to online teaching.

Design/methodology/approach

The authors conducted a ‘rapid review’ of articles related to this topic over the last 21 years. Thematic analysis of the 61 studies identified for inclusion were; Use of technology, planned pedagogy, comparison of synchronous and asynchronous learning, relationships online, teacher and student attitudes, COVID-19 reflections.

Findings

This study’s findings show many studies examined the transition from classroom to online learning, rather than the experience of being online. Building a community of learning, with interaction between all parties, was central to success in the development of an approach to online synchronous teaching.

Research limitations/implications

Few of the early papers included here expressly explored student and teacher experiences of synchronous learning. Instead, they broadly discussed blended learning, or compared functionality and effectiveness of online teaching, with traditional in person or offline/asynchronous alternatives. An additional drawback was that educators were frequently involved in studies which investigated the experiences of their own students.

Originality/value

This study is one of the few to focus on the experience of staff and students in the online synchronous environment. The results show there is scope to achieve improvement in online learning, through research focussed on how students, lecturers and institutional administrators adapt to the new normal.

Details

Journal of Applied Research in Higher Education, vol. 15 no. 5
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 16 August 2021

Thanh-Thao Luong and Eunyoung Kim

As Vietnam needs to shift from physical to virtual classrooms owing to the coronavirus disease 2019 (COVID-19) pandemic, this study aims to propose and evaluate a constructivist…

Abstract

Purpose

As Vietnam needs to shift from physical to virtual classrooms owing to the coronavirus disease 2019 (COVID-19) pandemic, this study aims to propose and evaluate a constructivist training course designed to improve instructors’ self-confidence in conducting synchronous online teaching by helping them develop the skills required for such.

Design/methodology/approach

A total of 67 in-service instructors in various hospitality and tourism institutions in Vietnam participated in the proposed course. Constructivist approaches were adopted to design learning activities. Delivered via Blackboard Collaborate’s classroom version, the course aims at enhancing instructors’ self-confidence in the knowledge and skills required for synchronous online teaching: developing online presence, planning lessons, handling technology, adapting to learners’ preferences and classroom management. Using qualitative and quantitative analyses, this paper evaluated the proposed course by comparing participants’ levels of self-confidence in conducting synchronous online teaching before and after the training.

Findings

The results show that participants’ self-confidence was enhanced after the course. To improve the course, however, more time should be allotted for practice sessions where participants can pedagogically and technologically familiarize themselves with online teaching tools.

Originality/value

By translating constructivism into online pedagogy, this study provided empirical evidence of how a teachers’ training program was designed and implemented to meet the need to shift from real-life to real-time classrooms in Vietnam during the COVID-19 pandemic. It also contributes to the growing literature on methods of improving instructors’ readiness in synchronous online teaching.

Details

Interactive Technology and Smart Education, vol. 19 no. 3
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 30 September 2014

Silvio John Camilleri and Christopher J. Green

– The main objective of this study is to obtain new empirical evidence on non-synchronous trading effects through modelling the predictability of market indices.

Abstract

Purpose

The main objective of this study is to obtain new empirical evidence on non-synchronous trading effects through modelling the predictability of market indices.

Design/methodology/approach

The authors test for lead-lag effects between the Indian Nifty and Nifty Junior indices using Pesaran–Timmermann tests and Granger-Causality. Then, a simple test on overnight returns is proposed to infer whether the observed predictability is mainly attributable to non-synchronous trading or some form of inefficiency.

Findings

The evidence suggests that non-synchronous trading is a better explanation for the observed predictability in the Indian Stock Market.

Research limitations/implications

The indication that non-synchronous trading effects become more pronounced in high-frequency data suggests that prior studies using daily data may underestimate the impacts of non-synchronicity.

Originality/value

The originality of the paper rests on various important contributions: overnight returns is looked at to infer whether predictability is more attributable to non-synchronous trading or to some form of inefficiency; the impacts of non-synchronicity are investigated in terms of lead-lag effects rather than serial correlation; and high-frequency data is used which gauges the impacts of non-synchronicity during less active parts of the trading day.

Details

Studies in Economics and Finance, vol. 31 no. 4
Type: Research Article
ISSN: 1086-7376

Keywords

Article
Publication date: 11 May 2010

Tarik Abdulahovic, Sercan Teleke, Torbjorn Thiringer and Jan Svensson

The purpose of this paper is to investigate the influence of time steps, integration methods, and saturation modeling on the accuracy of the synchronous machine model. This model…

1241

Abstract

Purpose

The purpose of this paper is to investigate the influence of time steps, integration methods, and saturation modeling on the accuracy of the synchronous machine model. This model is compared with the PSCAD built‐in synchronous machine model in order to compare the accuracy of one of the most used synchronous machine models in a commercially available software versus a well‐documented and widely accepted state‐space synchronous machine model.

Design/methodology/approach

In the paper, a synchronous condenser with the saturation phenomenon is modeled using state‐space equations in the rotating dq‐reference frame and is implemented both in Matlab/Simulink and PSCAD. Integration methods of up to the fifth order are implemented for increased accuracy. The saturation modeling includes modeling of the saturation in both d‐ and q‐axis. A steady‐state and dynamic performance comparison towards the built‐in PSCAD synchronous machine model is performed. The saturation modeling does not include the saturation of the leakage fluxes.

Findings

When the forward Euler method is used, in order to obtain less than 5 percent error, the time step should not exceed 5 μs. The third‐order Runge‐Kutta method is the preferred choice and it provides desired accuracy when the time step is equal or smaller than 1,000 μs. The built‐in PSCAD model satisfies the error criteria for time steps smaller than 300 μs. A small discrepancy of 2 percent is found during the steady‐state test.

Originality/value

The paper presents the performance of the higher order integration methods in an EMTP‐type software environment where the trapezoidal integration method is most often used. It provides a good guide for building an owner‐defined model. A comparison of a dynamic performance between the publicly documented state‐space and a synchronous machine models commonly used for power system transient studies is presented.

Details

COMPEL - The international journal for computation and mathematics in electrical and electronic engineering, vol. 29 no. 3
Type: Research Article
ISSN: 0332-1649

Keywords

Article
Publication date: 19 May 2021

Daniela Perbandt, Marie-Sophie Heinelt, Paula Bacelar-Nicolau, Mahsa Mapar and Sandra Sofia Caeiro

Distance universities are of great importance for establishing sustainability literacy, as they operate as multipliers for thousands of students. However, despite several…

Abstract

Purpose

Distance universities are of great importance for establishing sustainability literacy, as they operate as multipliers for thousands of students. However, despite several advantages of e-learning environments compared to traditional class-teaching, there are still challenges regarding suitable e-learning tools and didactical models. The purpose of this paper is to evaluate the effectiveness of several e-learning tools on students’ knowledge and skills growth and to compare two learning paths, synchronous vs asynchronous, exploring how each affects the level of students’ knowledge achievement and skills acquisition.

Design/methodology/approach

The empirical analysis is based on an online course “Participatory processes in environmental politics”. International MSc and PhD students who enrolled in the course were from FernUniversität in Hagen (Germany) and Aberta University (Portugal). The course was designed as the flipped classroom, applying different e-learning tools and activities, some synchronous and others asynchronous. A pre- and post-evaluation questionnaire was applied to evaluate students’ knowledge and skills. Descriptive statistical analyses were carried out on this data.

Findings

Results showed that in the synchronous group, knowledge about theoretical approaches to citizen participation and sustainable environmental governance improved to a greater extent, whereas the asynchronous group showed greater improvement in nearly all skills related to intercultural communication and e-learning. Also, in the synchronous path, students enhanced their knowledge on “research application” to a greater extent.

Originality/value

Evaluating the effectiveness of different e-learning tools on students’ sustainability knowledge and information and communication technologies skills is a fundamental issue. The study discusses these issues, contributing to enhancing the use of adequate and grounded e-learning models on sustainable development in higher education.

Details

International Journal of Sustainability in Higher Education, vol. 22 no. 4
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 20 June 2019

Ruan Li

The paper aims to study the effects of the combination of synchronous Web-based teaching with visually creative teaching on art students’ creativity. The twenty-first century is…

Abstract

Purpose

The paper aims to study the effects of the combination of synchronous Web-based teaching with visually creative teaching on art students’ creativity. The twenty-first century is the society of information technology and knowledge-based economy. To cope with the information society, teaching methods would be changed. Traditional chalk and talk can no longer adapt to the changing society. In addition to passing down the tradition, new ideas should also be introduced. In the informational age, the internet becomes an essential living element and synchronous Web-based teaching breaks through the obstacle of space, provides instant and multiple communication channels and creates alternative creativity learning environment.

Design/methodology/approach

With experimental design, totally, 208 students in Fujian University of Technology, as the research objects, were led to a 15-week (3 hours per week for total 45 hours) experimental teaching. The study uses analysis of variance for discussing the effect of synchronous Web-based teaching on art students’ creativity and further understanding the effect of the combination of synchronous Web-based teaching with visually creative teaching on art students’ creativity.

Findings

The research results show significant effects of synchronous Web-based teaching on creativity, visually creative teaching on creativity and the combination of synchronous Web-based teaching with visually creative teaching on the promotion of creativity.

Research limitations/implications

First, the sample size taken in this study was not large enough to fully reflect the results of the study. The survey sample didn’t cover all the major cities in China, which had a small coverage and couldn’t reflect the research situation of the whole country. Second, the evaluation criteria for artistic students’ creativity were too broad. More specific evaluation rules should be set and the creativity standards should be graded to better guide the implementation of art courses and the cultivation of students’ creativity.

Practical implications

The synchronous Web-based learning environment provides favorable individual thinking space to effectively reduce disturbance among classmates. Synchronous Web-based teaching shares sound, pictures and even films with each other to enrich the learning media. What is more, teachers would be more convenient and fast to deal with materials or handouts or rapidly updating materials and avoiding the loss of handouts.

Originality/value

This paper studied the effects of the combination of synchronous Web-based teaching with visually creative teaching on art students’ creativity, which was a meaningful and innovative topic. And this study can provide more enlightenment and reference for future education.

Details

The Electronic Library, vol. 37 no. 5
Type: Research Article
ISSN: 0264-0473

Keywords

Article
Publication date: 1 May 2006

Bolanle A. Olaniran

The increased pressure to incorporate communication technologies into learning environments has intensified the attention given to the role of computer‐mediated communication…

1006

Abstract

Purpose

The increased pressure to incorporate communication technologies into learning environments has intensified the attention given to the role of computer‐mediated communication (CMC) in academic settings. However, the issue of how and why these technologies, especially synchronous CMC applications, has been given less attention in pedagogical literature. This paper aims to address this problem.

Design/methodology/approach

The paper provides issues for consideration in the deployment of synchronous CMC in educational settings.

Findings

Shows that there are differences in asynchronous and synchronous CMC with related issues of productivity of student learning and control.

Originality/value

This paper outlines advantages and disadvantages of using synchronous CMC in education while offering practical guides.

Details

Campus-Wide Information Systems, vol. 23 no. 3
Type: Research Article
ISSN: 1065-0741

Keywords

Article
Publication date: 20 November 2017

Josh DeSantis, Ryan Boyd, Kyle Marks, Jake Putsch and Terrance Shepler

Successful technology integration into the teaching of social studies is imperative in the twenty-first century classroom. This study sought to answer the following questions: do…

Abstract

Purpose

Successful technology integration into the teaching of social studies is imperative in the twenty-first century classroom. This study sought to answer the following questions: do synchronous and asynchronous technology integration increase a student’s understanding of social studies content? Are synchronous technology-integrated social studies lessons more effective than asynchronous technology-integrated social studies lessons? How do students perceive the effectiveness of a synchronous technology-integrated lesson vs the effectiveness of an asynchronous technology-integrated lesson? The paper aims to discuss these issues.

Design/methodology/approach

This paper presents the results of a quasi-experimental research project comparing the learning outcomes of students who participated in synchronous and asynchronous technology-augmented lessons.

Findings

The results of this study found that synchronous and asynchronous technology-enhanced lessons are both viable pedagogies for increasing a student’s understanding of social studies content. The results also yielded no statistical significance between the effectiveness of the synchronous instruction vs asynchronous instruction. However, a statistical significance exists when analyzing a student’s perception of their own learning. Students participating in synchronous technology-integrated instruction reported a higher confidence in the lesson’s ability to teach them, when compared to that of the asynchronous population.

Originality/value

By continuing to seek new ways to integrate technology effectively into classrooms, social studies teachers can design lessons more effectively to meet the needs of today’s social studies students. The need to understand the learning outcomes of various technology-integrated approaches will continue to grow as more technologies become available to social studies teachers.

Details

Social Studies Research and Practice, vol. 12 no. 3
Type: Research Article
ISSN: 1933-5415

Keywords

Open Access
Article
Publication date: 25 February 2022

Cassandra Jane Fernandez, Rachana Ramesh and Anand Shankar Raja Manivannan

This research aims to study the students' perspectives on synchronous and asynchronous learning during the COVID-19 Pandemic. Both synchronous and asynchronous learning approaches…

8262

Abstract

Purpose

This research aims to study the students' perspectives on synchronous and asynchronous learning during the COVID-19 Pandemic. Both synchronous and asynchronous learning approaches used in online education have positive and negative outcomes. Hence, the aim is to study online education's positive and negative consequences, reflecting sync and async approaches. This research followed a mixed research approach. The key stakeholders of this research are the Indian educational institutions and students.

Design/methodology/approach

This research collected data from the students undergoing synchronous and asynchronous learning amidst the COVID-19 Pandemic. The data were collected (N = 655) from various students taking online classes during the pandemic. A questionnaire survey was distributed to the students through online platforms to collect the data. In this research, the authors have collected data using simple random sampling, and the same has been used for data analysis using SPSS version 26. The collected data were exposed to a factor analysis using a principal component analysis technique to reduce the vast dimensions.

Findings

The study findings show that synchronous learning is sometimes stressful, placing more responsibility on students mainly because of the increased screen time. At the same time, asynchronous learning allows the students to self-explore and research the topics assigned to them. Students also felt that asynchronous activities create a burden because of many written assignments to be submitted within a short period. Overall, the COVID-19 pandemic has been challenging for the students and the teachers. However, teachers have helped students to learn through digital platforms. The majority of the respondents opined that technological disruptions and death in the family circle had been significant reasons for not concentrating during online classes. However, the combination of synchronous and asynchronous learning has led to a balanced education.

Practical implications

Higher education has undergone multiple transformations in a short period (from March 2020, 2021 and beyond). Educational institutions underwent a rapid transition in remote teaching and learning in the initial stages. As time progressed, educational institutions did course navigation where they relooked into their course plans, syllabus and brought a structural change to match the pandemic requirements. Meanwhile, educational institutions slowly equipped themselves with infrastructure facilities to bring academic integrity. At present, educational institutions are ready to face the new normality without disrupting services to society.

Social implications

Educational institutions create intellectual capital, which is important for the development of the economy. In the light of COVID-19, there are new methods and approaches newly introduced or old methods and approaches, which are reimplemented, and these approaches always work for the benefit of the student community.

Originality/value

The authors collected data during the COVID-19 pandemic; it helped capture the students' experience about synchronous and asynchronous learning. Students and faculty members are newly exposed to synchronous and asynchronous learning, and hence, it is essential to determine the outcome that will help many stakeholders.

Details

Asian Association of Open Universities Journal, vol. 17 no. 1
Type: Research Article
ISSN: 1858-3431

Keywords

Book part
Publication date: 12 December 2022

R. Drew Sellers, Wendy Tietz and Yan Zhou

This study investigates a perceived student performance disparity between traditional synchronous and web-based asynchronous course delivery. Synchronous classes meet face-to-face…

Abstract

This study investigates a perceived student performance disparity between traditional synchronous and web-based asynchronous course delivery. Synchronous classes meet face-to-face or online with scheduled meeting times and the ability to directly monitor class attendance and participation. Asynchronous classes are 100% online, requiring no face-to-face or online live sessions. This study identifies student attributes associated with performance differences in the two delivery modes. The authors examine data from over 15,000 students who took introductory financial and managerial accounting classes at a large state university. The authors analyze student demographic and class performance data. Controlling for instructor and year effects, the authors find a statistically significant lower DFW rate (better performance) in the synchronous introductory accounting classes compared to the asynchronous ones. Using these findings, the authors revised scheduling and advising protocols to improve student success likelihood in the asynchronous sections. This study provides two insights applicable to many accounting departments. First, the results suggest that empirically exploring student performance implications may be warranted as the number of web-based asynchronous class offerings grow. Additionally, the study provides an example of working within the limitations of existing registration policies and systems to translate the result of the analysis into improved advising and scheduling approaches.

Details

Advances in Accounting Education: Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-80382-727-8

Keywords

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