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1 – 10 of over 2000Sharon 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.
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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.
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While synchronous and asynchronous distance education options have fulfilled the promise to reduce travel costs and decrease the number of human resources necessary for training…
Abstract
Purpose
While synchronous and asynchronous distance education options have fulfilled the promise to reduce travel costs and decrease the number of human resources necessary for training delivery, many corporations are faced with the need to produce learning even at a faster pace in order to gain and sustain competitive advantage. This means a paradigm shift in the distance education arena: in order to reduce the time to produce and deliver training, subject matter experts (SMEs) are asked to step up to the plate and assume additional roles in the instructional design process. This research addresses these issues.
Design/methodology/approach
This research, conducted within the training department of a large telecommunications company, focuses on enabling SMEs to teach online, using synchronous instructional methods and a rapid e‐learning approach.
Findings
Based on student performance records and satisfaction survey results, it was concluded that SMEs are able to reduce training development time, deliver workshops online and maintain acceptable quality of instruction. SMEs' training background did not impact student achievement or satisfaction. Practical implications for corporate training development related to synchronous online training are also included.
Originality/value
The originality of the paper resides in the fact that the guidelines that emerged from this research are a step forward towards the expansion of rapid e‐learning as it applies to synchronous online training and to helping SMEs to teach online.
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There are currently no studies concerning the use of Google Hangout in North Cyprus. Thus, this study examines the perceptions of preservice teacher and language instructors on…
Abstract
Purpose
There are currently no studies concerning the use of Google Hangout in North Cyprus. Thus, this study examines the perceptions of preservice teacher and language instructors on the use of Google Meet (GM) as a synchronous language learning tool for a distant online program in Cyprus.
Design/methodology/approach
To elicit information on the perception of preservice teachers and language instructors on this issue, a quantitative research design was used for this study.
Findings
Though the language instructors deemed GM effective and efficient as a language learning tool, the preservice teachers thought otherwise.
Research limitations/implications
It was difficult to collect data during this pandemic outbreak. Obtaining ethical consent from the participants was difficult as well and so the sample size was small.
Practical implications
The study was able to demonstrate that the use of GM was somewhat effective as a language learning tool for the online distant program, though the level of efficiency and effectiveness varies from preservice teachers to the language instructors. Also, the study was able to highlight the use of GM could be very effective if it is well managed by the teachers to stimulate student engagement during lessons. The study showcased that the unavailability of Internet data, poor Internet connection are possible constraints to the efficiency of GM. Recently, a university in Northern Cyprus has decided to partner with a telecommunication network (Turkcell) toward providing free Internet access for all registered students within a particular period of learning. This is a welcomed approach that can be emulated by other educational facilities in bridging the gap created by poor Internet connection in a remote online learning setting.
Originality/value
There are no studies within the context of North Cyprus on the use of GM as a synchronous language learning tool for online distant programs. Though the use of GM is adjured effective and efficient, this contextual overview of GM is a new insight into academia.
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Gavin Baxter and Thomas Hainey
This article aims to explore student views from a UK higher educational institution about the concept of remote online higher educational delivery. Students were asked about…
Abstract
Purpose
This article aims to explore student views from a UK higher educational institution about the concept of remote online higher educational delivery. Students were asked about opinions towards working remotely and the psychological impact this had upon students and students' studies. The research provided students with the opportunity to reflect upon whether the practice of delivering education remotely continues to provide students with a beneficial student learning experience.
Design/methodology/approach
The research adopted a case study methodology utilising a mixed methods approach via questionnaire-based research. In total, 894 students completed the questionnaire. The aim of the research was to obtain a wide breadth of student opinion from multidisciplinary backgrounds to ascertain whether students' learning experience differed per subject area.
Findings
The research identified some interesting findings, namely that certain participants considered that learning remotely online was beneficial for instant feedback, supported motivation and fostered communities of practice. Negative perspectives related to feeling isolated, unmotivated and a preference towards face-to-face (F2F) delivery. One of the main areas of conflict identified from this study is that the aspect of engagement can impact students' online learning both positively and negatively.
Originality/value
The study provides an in-depth multidisciplinary student tertiary perspective relating to online remote learning. The findings from this study can be useful for educators to reflect upon and inform educational policy in relation to how best to facilitate and support the student learning experience off-campus.
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Ridwan Daud Mahande, Nurul Mukhlisah Abdal and Nasir Nasir
This paper aims to investigate the effect of learning styles on HyFlex learning towards equity of learning in higher education.
Abstract
Purpose
This paper aims to investigate the effect of learning styles on HyFlex learning towards equity of learning in higher education.
Design/methodology/approach
A quantitative approach was used, with data collection through a structured online questionnaire. The study participants were undergraduate students (n = 451) studying at various public and private universities in Indonesia. Measurement analysis is used to test the validity of the instrument used. Analysis of structural equations is used to test the relationships between the constructs under study.
Findings
Survey instruments have satisfactory internal validity and consistency. The learning style of students in higher education positively influences the use of HyFlex’s three learning modalities. All three modalities of HyFlex learning positively affect learning equity, especially the asynchronous online modality. However, the synchronous online effect is insignificant. Active/reflective learning styles only affect face-to-face mode but do not significantly affect the two online modalities, synchronous and asynchronous. Some of the learning style dimensions have an indirect effect on equity through three HyFlex learning modalities. Face-to-face and online asynchronous mediate well the indirect relationship between learning style and equity. The impact of gender and higher education status was not shown to strengthen the relationship between learning styles, HyFlex learning modalities and equity.
Research limitations/implications
This study will provide valuable understanding for lecturers, educators and developers to adapt and develop HyFlex learning strategies based on the positive dimensions of the Felder–Silverman learning style that can support equitable and inclusive learning. The study forms a foundation for researchers to investigate more constructs that could improve HyFlex learning in future studies.
Originality/value
This research is a pioneer in using learning styles to investigate trends in using three HyFlex learning modalities, particularly emphasising modalities that can provide equitable learning.
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Paula Shaw and Sarah Rawlinson
The chapter discusses pedagogical models of digital learning in the United Kingdom with a focus on online and blended learning, rolled out as a case study in one university. The…
Abstract
The chapter discusses pedagogical models of digital learning in the United Kingdom with a focus on online and blended learning, rolled out as a case study in one university. The chapter appraises the effectiveness of the model that implemented and foregrounded the evidence in the wider literature on models of digital learning in higher education. The chapter provides thematic analysis and methodological opportunities for the improvement of practice and presents a set of implementation implications and pitfalls to avoid for higher education institutions in Africa. Furthermore, a number of trends regarding the blending of learning and communication synchrony in digital learning have also been identified.
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In the wake of the pandemic (COVID-19) throughout the United States, many educators had to promptly switch to online modality to continue to provide education to students with…
Abstract
Purpose
In the wake of the pandemic (COVID-19) throughout the United States, many educators had to promptly switch to online modality to continue to provide education to students with safety through physical distancing requirements. This study mainly focuses on delivering an Information Systems module aligned with the information systems curriculum model during a pandemic.
Design/methodology/approach
The authors used data collection techniques from student assignments and course tasks. These data are used for the purpose of academic assessment for the Information Systems program. The student performance is assessed on a 5-point scale (1 being low and 5 being high) for the synchronous and the asynchronous tasks related to the course. The authors compared the student performance during the pandemic to the pre-pandemic semester.
Findings
This study revealed that the technical module of an information systems course can be successfully delivered during a pandemic in a remote session. However, the authors found that there is a decline in the student performance in synchronous tasks and asynchronous tasks. But the decline of the student performance in the synchronous tasks is greater than that of the asynchronous tasks. The result of this study helps the Information Systems program with their assessment and to improve their course delivery during a pandemic.
Originality/value
In this paper, the authors examine the delivery of a technical module in the field of information systems via online learning models. The authors particularly examine the synchronous and asynchronous online learning models in the delivery of the technical module. The lessons learned from transitioning to the online modality can help universities better prepare for the future during unprecedented times.
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Abdurahman Ahmed Endris and Yohannes Sisay Molla
Most educational institutions worldwide have suddenly switched to online instruction due to the outbreak of the COVID-19 pandemic, and English language teaching took its part in…
Abstract
Purpose
Most educational institutions worldwide have suddenly switched to online instruction due to the outbreak of the COVID-19 pandemic, and English language teaching took its part in this transition. The immediate transition from face-to-face to fully online instruction affects its effective implementation, especially in developing countries like Ethiopia where online learning is in its early stage. Therefore, the main purpose of this study is to investigate postgraduate EFL students’ perceptions and practices of online learning.
Design/methodology/approach
This study uses a descriptive survey design. Using simple random sampling, 91 postgraduate EFL students were selected from four universities. Online questionnaires were employed to collect data. To analyze the data, both descriptive (mean and standard deviation) and inferential (one sample t-test) statistics were used.
Findings
The findings of the study indicate that the students had favorable perceptions of online learning. Despite the students' positive perceptions, the results of the study showed that the practice of online learning in the universities was limited; especially the practice of synchronous online learning was low.
Research limitations/implications
The results suggest that the concerned bodies at the universities should consider implementing a blended (both synchronous and asynchronous) learning system to deliver an online learning approach.
Originality/value
This is one of the first studies in a higher education context in Ethiopia, which tries to investigate the postgraduate EFL students' perceptions and practices of online learning during the COVID-19 pandemic. The paper is original because it investigated the status of online learning during the pandemic in a developing country like Ethiopia; it provides a real and convincing idea of a new way of learning in the post-COVID-19 context. The study can also be useful for related future research in the context of a pandemic-like COVID-19.
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This chapter explores the challenges and opportunities that teaching and learning in a synchronous online environment pose by examining information literacy (IL) provision at the…
Abstract
This chapter explores the challenges and opportunities that teaching and learning in a synchronous online environment pose by examining information literacy (IL) provision at the Open University (OU), which will serve as a case study.
The OU provides distance education. While its flexibility offers more individuals an opportunity to start a course, it can be more challenging to ensure students develop their skills and knowledge and calls for innovative and engaging teaching methods.
The OU Library’s Live Engagement Team runs a program of digital information literacy (DIL) sessions. The team’s online pedagogy is built on retention and success and involves the careful planning, designing and delivering of DIL sessions, creating numerous interactive moments to increase teaching effectiveness.
The virtual enquiry desk allows students to consult library staff synchronously via the library helpdesk’s webchat service, which is delivered 24 hours a day. One of the advantages of this service is that students interact directly by having a dialogue with library staff in which they can ask further questions.
Both services carry out continuous reviews of the ways they operate, innovate and intervene. The chapter provides first-hand experiences of what has worked well in information literacy teaching in synchronous online spaces.
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Keywords
- Digital spaces
- virtual spaces
- information literacy
- digital information literacy
- digital and information literacy framework (DIL)
- teaching
- training sessions
- learning
- distance education
- higher education
- synchronous online teaching
- The Open University
- pedagogy
- technology
- interactivity
- transactional distance
- assessment
- learning outcomes
- feedback
- webchat