Distance technologies in the organization of asynchronous education of students: challenges, problems, solutions

Author(s):

DOI: https://doi.org/10.30929/2307-9770.2022.10.03.05

Paper Language: UKR

Download full-pdf

Abstract

New computer technologies, which became the cause of the information revolution in education in the second half of the 20th century, gave impetus to the rapid development of distance learning methods and the formation of the concept of open education. Distance learning at the turn of the second and third millennia became a global phenomenon and significantly changed the structure of education systems in many countries of the world. In the conditions of the information society, during the avalanche-like growth of the amount of knowledge accumulated by mankind, the intensity of updating theoretical provisions, practical information, and experimental results, necessary for use in various spheres of human activity, increases. The objective necessity of development and improvement of knowledge transmission mechanisms, which provide the possibility of continuous training of a large number of people throughout their lives in accordance with the needs of the individual and society, is becoming urgent. The problem of the introduction of remote technologies into the educational process became particularly widespread during the coronavirus pandemic. However, asynchronous distance learning itself became especially relevant with the beginning of hostilities on the territory of Ukraine, which led to the restriction of education seekers in access to the Internet, damage to telecommunication networks, lack of electricity supply, mass migration of refugees, the destruction of educational institutions, the involvement of education seekers in the ranks of the territorial defense etc. There was a need to organize the educational process and present educational materials, conduct control measures considering all the circumstances of today. Thus, Sumy State University, with the support of the distance learning MIX platform, organized distance learning for students of physical and technical specialties in synchronous and asynchronous distance format. The work highlights the peculiarities of providing educational services to students with limited access to educational materials (work in an asynchronous format). The article focuses on the issues of training organization, which consider the student's work in an asynchronous format. Explanations are provided for some special aspects of the organization of such training. An analysis of the advantages and disadvantages of the chosen form of work was made. The article highlights further directions of work on improvement and optimization of relevant educational materials and forms of their presentation to extend learning in today's difficult conditions.

Keywords

distance learning, synchronous and asynchronous learning format, MIX distance learning platform, and remote access, mathematical and physical disciplines

References

  1. Zhevakina, N. V. (2003), Tekhnolohiya dystantsiynoho navchannya: sutnistʹ ta osoblyvosti // Pedahohika formuvannya tvorchoyi osobystosti u vyshchiy i zahalʹnoosvitniy shkolakh, 4, 68–73. [in Ukrainian]
  2. Tkachenko, L. V., Khmelʹnytsʹka O. S. (2021), Osoblyvosti vprovadzhennya dystantsiynoho navchannya v osvitniy protses zakladu vyshchoyi osvity // Pedahohika formuvannya tvorchoyi osobystosti u vyshchiy i zahalʹnoosvitniy shkolakh, 75 (3), 91–96. doi:https://doi.org/10.32840/1992-5786.2021.75-3.18 [in Ukrainian]
  3. Vorotnykova, I. P. (2014), Informatsiyno osvitnye seredovyshche dlya realizatsiyi riznykh form navchannya u suchasniy shkoli // Informatyka ta informatsiyni tekhnolohiyi v navchalʹnykh zakladakh, № 6 (54), 3–10. URL: http://elibrary.kubg.edu.ua/id/eprint/8546 (data zvernennya: 15.07.2022) [in Ukrainian]
  4. Samoylenko, O. M. (2011), Modeli dystantsiynoyi osvity ta osnovni etapy yikh rozvytku // Visnyk pislyadyplomnoyi osvity, 5, 122–130. URL: http://nbuv.gov.ua/UJRN/Vpo_2011_5_18 (data zvernennya: 15.07.2022) [in Ukrainian]
  5. Mishra, L., Gupta, T., Shree, A. (2020), Online teaching-learning in higher education during lockdown period of COVID-19 pandemic // International Journal of Educational Research Open, 1, 100012. doi:https://doi.org/10.1016/j.ijedro.2020.100012
  6. Hassan, M. M., Mirza, T., Hussain, M. W. (2020), A Critical Review by Teachers on the Online Teaching-Learning during the COVID-19 // International Journal of Education and Management Engineering (IJEME), 10(5), 17–27. doi:10.5815/ijeme.2020.05.03
  7. Watts, L. K. (2016), Synchronous and Asynchronous Communication in Distance Learning: A Review of the Literature // The Quarterly Review of Distance Education, 17, 23–32. URL: https://eric.ed.gov/?id=EJ1142962 (data zvernennya: 15.07.2022)
  8. Fabriz, S., Mendzheritskaya, Ju., Stehle, S. (2021), Impact of Synchronous and Asynchronous Settings of Online Teaching and Learning in Higher Education on Students Learning Experience During COVID-19 // Frontiers in Psychology, 12, 733554. doi:10.3389/fpsyg.2021.733554Zare
  9. Kuzʹminsʹka, O., Mazorchuk, M., Mokriyev, M., Barna, O. (2021), Pryynyattya synkhronnoyi y asynkhronnoyi osvitnʹoyi komunikatsiyi do i pid chas pandemiyi COVID-19: empirychne doslidzhennya realizatsiyi elektronnoho navchannya u zakladakh vyshchoyi osvity Ukrayiny // Fizyko-matematychna osvita, 30(4), 68-75. doi: https://doi.org/10.31110/2413-1571-2021-030-4-010 [in Ukrainian]
  10. Scheiderer, J. (2021), Whatʹs the Difference Between Asynchronous and Synchronous Learning? // Ohio State Online, blog post. URL: https://online.osu.edu/resources/learn/whats-difference-between-asynchronous-and-synchronous-learning. (data zvernennya: 15.07.2022)
  11. Tryus, Yu. V., Herasymenko, I. V. (2012), Kombinovane navchannya yak innovatsiyna osvitnya tekhnolohiya u vyshchiy shkoli // Teoriya ta metodyka elektronnoho navchannya : zb. nauk. pratsʹ. Vypusk III. Kryvyy Rih, 299–308. [in Ukrainian]
  12. Hladka, I. A., Romanyuk, V. L. (2021), Synkhronni ta asynkhronni formy navchannya, yak stratehiya osvity v umovakh pandemiyi. Intehratsiya osvity, nauky ta biznesu v suchasnomu seredovyshchi: zymovi dysputy // Тezy dop. II Mizhnarodnoyi naukovo-praktychnoyi internet-konferentsiyi, 1, 502. [in Ukrainian]
  13. Butnaru, G. I., Niță, V, Anichiti, A, Brînză, G. (2021), The Effectiveness of Online Education during Covid 19 Pandemic–A Comparative Analysis between the Perceptions of Academic Students and High School Students from Romania // Sustainability, 13(9), 5311. doi:https://doi.org/10.3390/su13095311
  14. Bilous, O. A. (2020), Vprovadzhennya modeli zmishanoho navchannya pry vyvchenni matematychnykh dystsyplin // Inzhenerni ta osvitni tekhnolohiyi, 8(1), 8–18. doi: https://doi.org/10.30929/2307-9770.2020.08.01.01 [in Ukrainian]
  15. Rehman, R., Fatima, S. S. (2021), An innovation in flipped class room: A teaching model to facilitate synchronous and asynchronous learning during a pandemic // Pakistan Journal of Medical Sciences, 37(1), 131–136. doi:https:// doi.org/10.12669/pjms.37.1.3096
  16. Lin, Xi, Gao, Li. (2020), Students’ sense of community and perspectives of taking synchronous and asynchronous online courses // Asian Journal of Distance Education, 15(1), 169–179. doi:https://doi.org/10.5281/ zenodo.3881614
  17. Careaga-Butter, M., Badilla, Quintana, M. G., Fuentes-Henríquez, C. (2020) Critical and prospective analysis of online education in pandemic and post-pandemic contexts: Digital tools and resources to support teaching in synchronous and asynchronous learning modalities // Aloma: Revista de Psicologia, Ciències de L’educació i de L’esport Blanquerna, 38(2), 23–32. doi:https://doi.org/10.51698/aloma.2020.38.2.23-32
  18. Nieuwoudt, J. E. (2020) Investigating synchronous and asynchronous class attendance as predictors of academic success in online education // Australasian Journal of Educational Technology, 36(3), 15–25. doi:https://doi. org/10.14742/ajet.5137.