Synchronous Versus Asynchronous: Pre-Service Teachers’ Performance in Science Formative Assessment Tests

Dorsah, Philip; Alhassan, Abdul-Ganiu

doi:10.4236/oalib.1107193

Cited by 9 publications

(8 citation statements)

References 14 publications

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“…Within the available literature, negligible differences in academic outcomes have commonly been observed between synchronous and asynchronous participation in lecture (Dorsah & Alhassan, 2021; Moridani, 2007; Olson, 2015). These studies, however, either failed to randomly assign participants into groups (Dorsah & Alhassan, 2021; Moridani, 2007) or allowed participants to switch groups (Olson, 2015). As such, random allocation was a crucial aspect of our study to reduce risk for selection bias.…”

Section: Discussionmentioning

confidence: 99%

“…The decision was made to record a single lecture and test 3 days later to reduce potential for irregularities between groups as well as increase participant retention rates. Prior studies comparing synchronous to asynchronous delivery (Dorsah & Alhassan, 2021; Moridani, 2007; Olson, 2015) provided lectures over weeks or months, however, acknowledged differences in year of delivery (Moridani, 2007) or lack of participant follow‐up to allow for post‐testing (Olson, 2015).…”

Section: Discussionmentioning

confidence: 99%

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Let teachers decide: The effects of matching and mismatching students' online lecture preference with lecture participation

Ladwig

Berg‐Poppe

Ikiugu

et al. 2023

Applied Cognitive Psychology

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Efforts to tailor instruction to match students' purported learning style continue to be used in higher education despite evidence challenging their value. Students were matched and mismatched to their self‐reported online learning preference to investigate the impact on academic outcomes. A total of 114 graduate health students were randomly assigned to an online lecture either matching or mismatching their previously reported preference (synchronous or asynchronous lecture participation). All students took the same multiple‐choice examination following the lecture. Independent t‐test analysis revealed no significant differences between students who were matched and mismatched to their participation preference. Asynchronous groups achieved significantly higher scores than synchronous groups. Analysis via two‐way ANOVA revealed no significant interaction between method of participation and compatibility with learning preference on examination scores. Based on the results of this study, method of participation impacted examination performance; however, matching or mismatching to students' stated learning preference did not impact performance.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Let teachers decide: The effects of matching and mismatching students' online lecture preference with lecture participation

Ladwig

Berg‐Poppe

Ikiugu

et al. 2023

Applied Cognitive Psychology

View full text Add to dashboard Cite

show abstract

“…Education in Indonesia after pandemic situation by adapting online learning is currently facing various other challenges; where higher education needs to adapt to the learning situation in the midst of the COVID-19 pandemic with various designs, strategies and online learning methods to encourage the growth of digital or online-based learning habits. This condition has become an educational phenomenon that has been widely researched by academics with various perspectives, starting from the perspective of educators (Dorsah & Alhassan, 2021;Istenič, 2021;Sudirtha & Widiartini, 2021;Wang et al, 2021), learners (Aque et al, 2021;Fuady et al, 2021;Sintema, 2020), as well as graduate user stakeholders (Carloni et al, 2021;Epps et al, 2021;Gupta et al, 2021). This learning pattern also seems to gain legitimacy from the pace of development of society which is continuously faced with globalization, advances in science and information technology which require learning designs and patterns to be adapted to these developments.…”

Section: Discussion a Post-pandemic Online Learning And Learning Mana...mentioning

confidence: 99%

THE CHALLENGES OF HIGHER EDUCATION IN INDONESIA AFTER COVID 19: Online and Offline Perspectives; Meaning of Religiosity and Spirituality (Divine Value)

Amiruddin

2023

IJEHSS

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Nowadays, it can be seen and found easily in higher education environment, namely the online learning phenomenon. Since COVID-19 pandemic, online learning has become a very common phenomenon both in public and private higher education. The learning system has become a pattern or design that is "ingrained" in our higher education. The implication made the learning shifts from "the process of changing the student's self" to "only getting cognitive value". As a consequence, the learning process does not touch the substantive dimensions of education that actually provide a foundation of faith and knowledge simultaneously and in integrated manner. Learning is only interpreted as the process of getting a "final grade" symbolizing having carried out learning. For this reason, the researcher tried to provide a reflection on this phenomenon by trying to map out the problems of higher education learning after COVID-19 pandemic; and also tried to explain this problem critically to provide an explanation or description of conditions on education learning after pandemic. Researcher tried to offer a concept to be discussed together as a higher education learning discourse. Indeed, this reflection is focused on observations of the hybrid learning pattern that is oftenly carried out by lecturers at the state and private universities. It can be considered as a form of anxiety regarding the conditions of higher education learning after pandemic; or also as an explanation of the challenges faced by higher education.

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“…Among the online learning variants, there are learning strategies with synchronous and asynchronous platforms. The meta-analysis study of the two synchronous and asynchronous variant entities focuses on discussing the technical side of the implementation of both variants (Bailey et al, 2021;Dorsah & Alhassan, 2021;Yadav et al, 2021). That is, synchronous learning techniques are interpreted based on the learning process that allows real-time communication between teachers and students at the same time by using learning technology, including video teleconference and satellite (Siddhpura & Siddpura, 2021).…”

Section: The Design Of Video-based Asynchronous Online Learning At Ma...mentioning

confidence: 99%

Implementing Video-Based Online Learning in an Asynchronous Setting: A Case Study at Madrasah Aliyah

Mundir

2022

AIJP

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This study aims to understand the implementation of video-based online learning with an asynchronous platform during the Covid-19 pandemic at Madrasah Aliyah Negeri (MAN) in Jember. This research is based on a qualitative case study approach. The data collection technique is done through observation, interviews and documentation. Data analysis is done through data collection is done through virtual interview techniques, non-participant observation, and documentation. Meanwhile, data analysis was carried out using the interactive model of Miles and Hubermann. The results showed that; 1) The design of video-based asynchronous online learning is based on the synergy between the school's internal curriculum as stated in the education policy determined by the head of the institution; the use of learning technology, as well as the teacher's pedagogical aspects which are reflected in the design of planning, implementation, and evaluation of learning; 2) The implementation of video-based asynchronous online learning is implemented through the use of "classroom" and "e-learning". This study implies the importance of online learning, which must be designed in such a way by utilizing various learning resources by practitioners and managers of educational institutions in order to create effective and efficient student-centred learning by utilizing information and technology developments.

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Synchronous Versus Asynchronous: Pre-Service Teachers’ Performance in Science Formative Assessment Tests

Cited by 9 publications

References 14 publications

Let teachers decide: The effects of matching and mismatching students' online lecture preference with lecture participation

Let teachers decide: The effects of matching and mismatching students' online lecture preference with lecture participation

THE CHALLENGES OF HIGHER EDUCATION IN INDONESIA AFTER COVID 19: Online and Offline Perspectives; Meaning of Religiosity and Spirituality (Divine Value)

Implementing Video-Based Online Learning in an Asynchronous Setting: A Case Study at Madrasah Aliyah

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