Blending asynchronous and synchronous digital technologies and instructional approaches to facilitate remote learning

Moorhouse, Benjamin Luke; Wong, Kevin

doi:10.1007/s40692-021-00195-8

Cited by 108 publications

(84 citation statements)

References 45 publications

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“…Google Classroom (GC) is a free web-based LMS from Google. It is popular among teachers (Moorhouse & Wong, 2022 ) because it comes complimentary as part of a Google account (Saidu & Al Mamun, 2022 ). It can also be simple to use for both teachers and students.…”

Section: Literature Reviewmentioning

confidence: 99%

Factors influencing graduate students’ behavioral intention to use Google Classroom: Case study-mixed methods research

Alotumi

2022

Educ Inf Technol

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Blended learning combines face-to-face instruction and online learning experiences. It capitalizes on online learning management systems, one of which is Google Classroom (GC). Nevertheless, empirical investigations have mirrored literature gaps in understanding how the GC platform affects students’ behavioral intention to harness it for web-based learning. Therefore, this case study applied a modified version of the extended unified theory of acceptance and use of technology (UTAUT2) as a theoretical underpinning to examine factors influencing graduate students’ behavioral intention to utilize the GC platform. Employing mixed methods explanatory sequential design, the study first analyzed survey data from 23 EFL graduate students implementing partial least squares structural equation modeling (PLS-SEM). Subsequently, it conducted a qualitative stage carrying out semi-structured interviews for data collection and thematic analysis for its evaluation. The study through PLS-SEM results revealed that the most crucial determinant of students’ behavioral intention toward the GC platform was habit, which hung on facilitating conditions and hedonic motivation. Besides, it evinced facilitating conditions as the most important performing interaction factor in determining graduate students’ behavioral intention. Nonetheless, it indicated that performance expectancy, effort expectancy, social influence, facilitating conditions, and hedonic motivation had no direct effect on behavioral intention. The follow-up qualitative findings explained that since the students mainly used the GC platform off-campus, the GC App on their smartphones and the interesting content on the GC platform sustained their habitual tendencies toward employing the GC platform. Accordingly, the study explicates implications and recommendations for theory, policy, and practice.

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Section: Literature Reviewmentioning

confidence: 99%

Factors influencing graduate students’ behavioral intention to use Google Classroom: Case study-mixed methods research

Alotumi

2022

Educ Inf Technol

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“…With remote education, student learning can take place in a synchronous or asynchronous setting. There is evidence of both types being used in secondary education since the start of the pandemic [58][59][60]. Learning in a synchronous setting involves real-time student-teacher communication.…”

Section: Synchronous or Asynchronous Learningmentioning

confidence: 99%

Secondary Education and COVID-19

et al. 2022

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“…This is easy to achieve with technology but large class sizes can still pose a problem, and different time zones can compound this further. On the other hand, Asynchronous tools are meant for communication and collaboration over a longer period of time where participants may be in in different places and different time zones, through a "different time-different places, allowing them to connect together at their own convenience and schedule [15]. These tools are meant to sustain interaction and collaboration over time using resources and information that are instantly accessible throughout the session.…”

Section: Synchronous and Asynchronous Teachingmentioning

confidence: 99%

Using Videoconferencing to Augment Blended Learning for Synchronous and Asynchronous Teaching in Educational Emergencies

Njuguna¹

2022

IJCATR

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The unprecedented onset of COVID-19 and the emergency closure of institutions of Higher learning heralded a new way of completing the curriculum and taking the students through the academic calendar. Previous definitions of emergency education had tried to allude to war, civil strife, floods, drought and even some instances of HIV AIDS or children living on the streets. The COVID -19 gave a new definition to emergencies, as it led to forced containment and requirement for social distancing on a global level. Prior to the pandemic, Learning Management Systems (LMS) had been around in what would be termed as E-Learning, computer-based education and other computer related terms, Most of the LMS would support both synchronous and asynchronous education. However, face to face learning was still the preferred mode of teaching, and the online component was considered complementary and supplementary. COVID-19 led to Emergency Remote Teaching, and this brought about a change in approach and rethinking of the technologies available for remote teaching. Many Universities had to find a way of providing a supplementary way of providing live and synchronous classes. Previous applications such a ZOOM, Google Meet and Microsoft Teams found their use in the educational setup, with many Universities subscribing to these tools as well as those that are embedded in LMS, such as the BigBlueButton as used to together with MOODLE as a plugin. The aim of this study was to establish how Videoconferencing tools are used to provide synchronous and asynchronous education. The objectives were to establish how Videoconferencing tools are used to aid in teaching and learning, how these tools are used to mirror a face to face class, as well as the challenges faced in integrating these tools in the classroom. This study used a quantitative and qualitative approach where a web-based questionnaire with both open and closed questions were posted to an E-learning special interest groups consisting of faculty in both private and public institutions in Kenya and some students taught by these faculty, and followed by in-depth interviews via Videoconferencing The study established that many institutions turned to stand alone and open source videoconferencing tools to teach both synchronously and asynchronously in a blended mode. The biggest challenge was in the IT element due to non- availability of stable internet connectivity and the fact that neither the students nor the faculty had clear training on the tools available within the videoconferencing applications, and there was no formal method of integrating the same to teaching. The study recommends a policy framework on the integration of such tools in the teaching.

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Blending asynchronous and synchronous digital technologies and instructional approaches to facilitate remote learning

Cited by 108 publications

References 45 publications

Factors influencing graduate students’ behavioral intention to use Google Classroom: Case study-mixed methods research

Factors influencing graduate students’ behavioral intention to use Google Classroom: Case study-mixed methods research

Secondary Education and COVID-19

Using Videoconferencing to Augment Blended Learning for Synchronous and Asynchronous Teaching in Educational Emergencies

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