Synchronous and Asynchronous E-Learning Modes: Strategies, Methods, Objectives

Author(s):

DOI: https://doi.org/10.30929/2307-9770.2021.09.01.02

Paper Language: ENG

Download full-pdf

Abstract

The article deals with the main strategies, methods and objectives of synchronous and asynchronous E-Learning Modes from a scientific and practical point of view. A detailed description of the synchronous and asynchronous online-learning at different historical stages is presented. The task of the distance education in light of the trends of modern society and its role in the implementation of professional and social aspirations of an student is shown. The basic problems of contemporary ICT, the difference and peculiarities of the synchronous and asynchronous methods of e-communication are determined. The general tendencies, content, sources, means, forms and methods of ICT implementation in terms of strict quarantine circumstances are highlighted. Certain ICT tools implemented by higher educational establishments to provide distance learning in the educational institutions are defined. The key ways of overcoming the contradictions that arise in the path of self-improvement of a student in the present are called. The application of ICT tools by the teaching staff as an essential and effective instrument to modernize the educational process is emphasized. Online-learning environments, namely synchronous and asynchronous ones, essential to provide distance education, are mentioned. Various forms of interaction involved in synchronous and asynchronous modes are pointed out. The current practices of synchronous and asynchronous e-learning/teaching in English language are established. The results of the case study of the effectiveness of a/synchronous environments towards better English language learning are evaluated. The analysis of the strategy used in distance learning is presented. The leading instruments and tools for synchronous and asynchronous online-learning are stressed on. The description of "high degree of interactivity" between participants who are separated from each other geographically and in time by asynchronous learning environments is provided. The basic measures for the introduction of distance learning technologies in the educational institution, which do not contradict the principles of pedagogy, but supplement and promote the development of the process of education, are formulated. The preferences of students as for methods used during remote education are noted. Basic challenges for teachers, institutions, and students, provided by both synchronous and asynchronous modes of distance learning, are described.

Keywords

digitalization of education, information communication technologies (ICT), online learning environments, feedback, interactive presentations

References

  1. Artino, A. (2015). Online or face-to-face learning? Exploring the personal factors that predict students’ choice of instructional format. Internet High. Educ., 13, 272–276. https://doi.org/10.1016/j.iheduc.2010.07.005.
  2. Asinhronnoe obuchenie. (2015). Institut matematiki, mehaniki i kompyuternyih nauk YuFU. URL: http://www.mmcs.sfedu.ru/159-students/78-anisochronous (accessed 04.01.2021).
  3. Berezytskyi, M., Oleksyuk, V. (2016). Massive open online courses as a stage in the development of e-learning. Information Technologies and Learning Tools, 56(6), 51–63. doi: https:// 10.33407/itlt. v56i6.1479.
  4. Boling, E., Holan, E., Horbatt, B., Hough, M., Jean-Louis, J., Khurana, C., Krinsky, H., Spiezio, C. (2016). Using online tools for communication and collaboration: Understanding educators’ experiences in an online course. Internet High. Educ., 23, 48–55. https://doi.org/10.1016/j.iheduc.2014.07.002.
  5. Bonk, C., Graham, C. (2006). The Handbook of Blended Learning: Global Perspectives. Local Designs, Wiley, 585. URL: https://books.google.com.ua/books/about/The_Handbook_of_Blended_Learning.html (accessed 04.01.2021).
  6. Fryer, L., Bovee, H. (201). Staying motivated to e-learn: Person- and variable-centered perspectives on the longitudinal risks and support. Comput. Educ., 120, 227–240. https://doi.org/10.1016/j.compedu.2018.01.006.
  7. Hromko, H., Melnyk, O., Sokol, I., Chernykh, O. (2020). Metodychni rekomendatsii shchodo orhanizatsii roboty saitu zakladu osvity (iz fokusom na povahu prav liudyny v onlainovomu prostori). Kyiv, VAITE, 20. URL: https://qrgo.page.link/WeCdv (accessed 04.01.2021).
  8. Hung, M., Chou, Ch. (2015). Students’ perceptions of instructors’ roles in blended and online learning environments: A comparative study. Computers and Education, 81, 315–325. https://doi.org/10.1016/j.compedu.2014.10.022.
  9. Koval, T., Avramchuk, A. (2016). Vykorystannia systemy Moodle dlia stvorennia multymediinykh elektronnykh osvitnikh resursiv z movnykh dystsyplin: zarubizhnyi i vitchyznianyi dosvid. Pedahohichnyi protses: teoriia i praktyka, 2, № 53, 93–99. doi: https://doi.org/10.28925/2078-1687.2016.2.9399.
  10. Lu, H., Chiou, M. (2019). The impact of individual differences on e-learning system satisfaction: A contingency approach. Br. J. Educ. Technol., 41, 307–323. https://doi.org/10.1111/j.1467-8535.2009.00937.x,
  11. Mihaylova, N. (2012). Osobennosti organizatsii asinhronnogo obucheniya studentov vuza v elektronnoy srede. Vestnik Orenburgskogo gosudarstvennogo universiteta, 2(138), 149-154. URL: http://vestnik.osu.ru/2012_2/25.pdf (accessed 04.01.2021).
  12. Polozhennia pro dystantsiine navchannia: Nakaz M-va osvity i nauky Ukrainy vid 16.10.2020 № 466 iz zminamy. URL: http://zakon2.rada.gov.ua/laws/show/z0703-13 (accessed 04.01.2021).
  13. Rasi, P., Vuojärvi, H. (2018). Toward personal and emotional connectivity in mobile higher education through asynchronous formative audio feedback. Br. J. Educ. Technol., 49, 292–304. https://doi.org/10.1111/bjet.12587.
  14. Salmon, G. (2015). E-tivities: The key to active online learning. Routledge. 2nd Edition. ISBN 9780415881760,216. URL: https://www.routledge.com/E-tivities/p/book/9780415881760 (accessed 04.01.2021).
  15. Shahabadi, M. M., Uplane, M. (2015). Synchronous and asynchronous e-learning styles and academic performance of e-learners. Procedia – Social and Behavioral Sciences, 176, 129–138. DOI: 10.1016/j.sbspro.2015.01.453.
  16. Teng, D., Chen, N., Kinshuk, Leo, T. (2018). Exploring students’ learning experience in an international online research seminar in the Synchronous Cyber Classroom. Computers & Education, 58(3), 918–930. http://dx.doi.org/10.1016/j.compedu.2011.10.018.
  17. Ysaev, A., Kravets A., Shakhlamdzhian A. (2010). Distantsionnoe obrazovanie: analiz informatsionnyih resursov. URL: http://www-tst.vstu.ru/files/vstu_periodical/1784/upload/ (accessed 04.01.2021).
  18. Zare, M. (2016). Multi-criteria decision making approach in E-learning: A systematic review and classification. Appl. Soft Comput., 45, 108–128. https://doi.org/10.1016/j.asoc.2016.04.020.
  19. Za den pered treningom. Distantsionnyiy obuchatel: ob elektronnom obuchenii i upravlenii. (2013). URL: http://armikael.com/tag (accessed 04.01.2021).