An Investigation into the Effectiveness of Asynchronous and Synchronous E-learning Mode on Students’ Academic Performance in National Open University (NOUN), Maiduguri Centre

Dada, Emmanuel Gbenga; Alkali, Abdulkadir Hamidu; Oyewola, David Opeoluwa

doi:10.5815/ijmecs.2019.05.06

Cited by 27 publications

(15 citation statements)

References 14 publications

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“…This finding is in consonant with the assertion of Ogbonna, Ibezim and Obi (2019) that asynchronous instructional platform makes it easier for students to download documents, send messages to teachers or their colleagues at convenient time, thereby allowing them to make more meaningful and thoughtful contributions which is capable of improving their academic achievement. This view was further supported by Dada, Alkali and Oyewola (2019) when they opined that the asynchronous instructional platform gives the learners greater flexibility in terms of learning time, content and process thus it makes learning available as soon as or whenever it is required. With respect to research question 2, the findings revealed that students taught with Asynchronous instructional platform were strongly motivated when compared to the conventional group.…”

Section: Discussionmentioning

confidence: 95%

The Impact of Asynchronous Instructional Platform on Motivation and Academic Achievement of Students’ in Technical Education

Jebba¹,

Tyabo²

2021

theijst

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IntroductionTeaching and learning process in the present generation is no longer solely confined to the classroom or school days. Advancement in technology has now made it possible for education to be distributed when, where and how the teachers and learners desired without necessarily remaining under the same roof, in the same traditional environment. Perhaps, it is in support of this assertion that Adamu and Nathaniel (2019) affirmed that the advent and subsequent transformation of Information and Communication Technology (ICT) has now made it possible for the 21 st century teachers to interact with their students beyond the confines of the conventional four corners of the classroom using elearning medium.According to Ogbonna, Ibezim and Obi (2019) one of the popular e-learning platforms where this is achieved is known as the Asynchronous instruction. Asynchronous instruction platform is defined by Dada, Alkali and Oyewola (2019) as a type of e-learning platform that makes learning available as soon as or whenever it is required. Asynchronous elearning gives the learners greater flexibility in term of learning time, content and process. Many of the present e-learning systems offer asynchronous learning environments because they are easy to set up and are cheaper than synchronous elearning methods. Perhaps, it is in this regard that Raymond, Atsumbe, Okwori, Jebba (2016) asserted that Asynchronous instruction is becoming the popular teaching and learning e-learning platform which teachers can use to interact with their students beyond the confines of the conventional four corners of the classroom. This view also agrees with that of Adamu and Natahniel (2017) that Asynchronous instruction is a student-centered teaching method that uses e-learning resources to facilitate information sharing outside the constraints of time and place among a network of people.One of the unique characteristics of the Asynchronous instruction according to Dada, Alkali and Oyewola ( 2019) is that instructional delivery does not take place simultaneously. In this case, the teacher may deliver the instruction via video, computer, or other means, and the students respond at a later time. For example, instruction may be delivered via the Web or videotapes, and the feedback could be sent via e-mail messages. Smith ( 2009) gave examples of asynchronous instruction packages to include the use of eLearning applications such as hypertext documents, wikis, blogs, email, discussion boards, audio and video conferencing as well as the use of social media networking such as Facebook, Whats App, etc. Other examples of asynchronous instruction technology includes DVD, CD Rom, video tape, Moodle and Youtube.

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Section: Discussionmentioning

confidence: 95%

The Impact of Asynchronous Instructional Platform on Motivation and Academic Achievement of Students’ in Technical Education

Jebba¹,

Tyabo²

2021

theijst

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“…Self-paced remote learning or asynchronized learning, which stems from constructivist learning theory, allows students to access online content or take part in learning from anywhere and at their convenience, independent of the teacher (Dada, Alkali, & Oyewola, 2019). Although, asynchronized learning is said to give the learners great flexibility in term of learning time, process and content, it is suitable only for self-motivated learners who do not need instructors to guide them (Garrison et al, 2015).…”

Section: Pedagogical Approaches For Emergency Remote Instructionmentioning

confidence: 99%

A Novel Framework for Facilitating Emergency Remote Learning During the COVID-19 Pandemic

Almutairi¹,

Ali²,

Ghuloum³

2021

IES

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In today’s educational landscape educators and administrators are confronted with unprecedented challenges as they have to hastily move education online. Emergency remote teaching is a response to this crisis. However, the research about the efficacy of remote teaching is scarce because of COVID-19 which is a rapidly evolving situation and also because of a lack of clarity about what constitutes instruction during an emergency. Moreover, the actual practices for emergency remote teaching are unclear in the context of Kuwait. This study aims to investigate how educators are implementing emergency remote instruction in order to reshape education during the COVID-19 pandemic in Kuwait where traditional instructional approaches and practices are dominant. Using a case study research design, the researchers delve into educators’ perspectives by collecting qualitative data from interviews. The results indicate that educators used multiple pedagogical approaches to enhance student participation and learning. It also revealed the problematic aspects of remote or distance education. Finally, the results were used to construct and present a Novel Remote Learning Framework, which is an empirically- grounded, theoretically-informed conceptualization of emergency remote instruction which is expected to reshape instruction during the COVID-19 pandemic.

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“…The search for the optimal combination of synchronous and asynchronous, online and offline learning methods is relevant in scientific researches of forms and methods of distance learning. E. G. Dada, A. H. Alkali, D. O. Oyewola [13], studying how synchronous and asynchronous electronic learning influences the students' success, rightly claim that there is an urgent need to organically combine these learning modes. The scientists who investigate the theory and practice of blended learning share this viewpoint: I. Thomson [14], D. Clark [15], V. Purnima [16], and others express their ideas concerning blended learning in the early 2000s, defining it as an effective learning form.…”

Section: Disscussionmentioning

confidence: 99%

Technologies of Distance Learning for Teaching Primary School Subjects of During the COVID-19 Pandemic

Havrilova¹,

Beskorsa²

2021

Proceedings of the International Conference on Economics, Law and Education Research (ELER 2021)

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The paper presents a research of implementing the special course "Technologies of Distance Learning for Teaching Primary School Subjects" in the pre-service primary school teachers' professional training. The relevance of the study is caused by teachers' unpreparedness to effectively organise distance learning that is proved by the survey, conducted by the civil organisation. The theoretical background of the research includes the approaches and principles that are typical for distance education. The content of the implemented course is developed, taking into account the requirements to pre-service primary school teachers' knowledge and skills which must be developed during the professional training. After studying the course "Technologies of Distance Learning for Teaching Primary School Subjects", the survey has been conducted among students which prove the effectiveness of its implementation according to the higher motivation level.

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An Investigation into the Effectiveness of Asynchronous and Synchronous E-learning Mode on Students’ Academic Performance in National Open University (NOUN), Maiduguri Centre

Cited by 27 publications

References 14 publications

The Impact of Asynchronous Instructional Platform on Motivation and Academic Achievement of Students’ in Technical Education

The Impact of Asynchronous Instructional Platform on Motivation and Academic Achievement of Students’ in Technical Education

A Novel Framework for Facilitating Emergency Remote Learning During the COVID-19 Pandemic

Technologies of Distance Learning for Teaching Primary School Subjects of During the COVID-19 Pandemic

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