Synchronous vs. Asynchronous Distance Education During a Worldwide Epidemic

Mutawa, A

doi:10.21125/edulearn.2020.1906

Cited by 4 publications

(3 citation statements)

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“…The teacher has to choose synchronous and asynchronous TLAs and, according to them, suitable tools. In his work, Mutawa [14] compares different features of synchronous distance learning (SDL) and asynchronous distance learning (ADL) from both students' and teachers' perspective.…”

Section: Timementioning

confidence: 99%

The Influence of Covid-19 on Teaching-Learning Activities: Is There No Coming Back When the Pandemic Is Over?

Marinelli¹,

Bonetti²,

Orecchia³

2021

EDULEARN Proceedings

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Posing unprecedented and unforeseen challenges to the educational system globally and across all levels, the SARS-CoV-2 pandemic worked as a powerful catalyst in the innovation of teaching practices.In many cases, online and extended classrooms offered the chance to revise the course pedagogy to accommodate lockdown measures, quarantine, and social distancing. Meanwhile, the pandemic may foster better constructive alignment among the intended learning outcomes, teaching-learning activities (TLAs), and modified assessment strategies -or altogether innovating an existing course. Moreover, the employment of active TLAs may cope with the lack of motivation and involvement that sometimes labels online education. This work sets in the Science, Technology, Engineering and Mathematics (STEM) higher education framework. The connection between innovative teaching before the pandemic and how COVID-19 affected traditional teaching methodologies is approached by discussing tools and their drivers.Strengths and weaknesses are pointed out, including the TLAs and examples of relevant pedagogical frameworks tools are involved in or based on, respectively. A novel approach to discuss the adoption of tools along a four-axis domain (space, time, user activity, and interaction) is presented.Finally, implications in a short-time horizon scenario characterized by extended classrooms and the changes that could be irreversible in the long run are addressed.

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Section: Timementioning

confidence: 99%

The Influence of Covid-19 on Teaching-Learning Activities: Is There No Coming Back When the Pandemic Is Over?

Marinelli¹,

Bonetti²,

Orecchia³

2021

EDULEARN Proceedings

View full text Add to dashboard Cite

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“…Finding out what students hope to get from their university experience might help educational institutions improve student happiness while boosting their potential for future success [6]. The education process can be carried out in several ways, such as in a synchronous, asynchronous, mixed, or blended format [7]. Because the contact between instructors in synchronous learning is comparable to that in conventional education, and because teachers include gamification in the content of their courses, synchronous learning results in a high degree of learning satisfaction [8,9].…”

Section: Introductionmentioning

confidence: 99%

A Study of College Students’ Experience in Online Learning with Gender Differences

Mutawa¹,

Sruthi²

2023

Preprint

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Educational institutions worldwide have adopted e-learning due to the COVID-19 pandemic. While this shift to online learning (OL) has presented challenges for students and teachers, it has also sparked innovative educational approaches. This study investigates college students' perceptions regarding OL, specifically focusing on gender differences in the experience with OL A quantitative survey gathered information from distinct college students in Gulf Cooperation Council (GCC) nations who experienced OL during the pandemic. The survey included questions related to satisfaction with OL and specific aspects such as course content delivery, interaction with instructors, behavioral changes, and challenges with OL. Male and female student OL experience was compared statistically. The results conclude that male students are more satisfied than female students. Students struggled with internet connection, OL adaptation, focus, and workload during OL. Understanding these gender differences in students' satisfaction with OL is crucial for educators and institutions as they strive to optimize the effectiveness of e-learning strategies. By recognizing and addressing male and female students' unique needs and challenges, educational institutions can enhance the overall educational experience during times of crisis and beyond.

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“…Numerous academic studies have shown that online components favor learning outcomes (Aswardi, A., & Nellitawati, N. 2020;Mutawa, 2020;Mutawa, 2021).…”

Section: Introductionmentioning

confidence: 99%

Antecedences of Continued Blended Learning Adoption Intentions: A Framework for Acceptance of Blended Distance Learning

Mutawa

Arami²

2021

JER is an international, peer-reviewed journal that publishes f

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Some organizations face significant shifts in their teaching settings and emerging teaching developments, and new technology-driven practices. Today’s students are raised in a technologically advanced environment, unlike their predecessors. Higher education institutions must find innovative ways to serve diverse instructional requirements, learning stages, methodologies, and preferences. Many students and educators were exposed to online education during the Covid-19 pandemic and started to adapt to new behavior for the new-normal blended learning. The authors suggest a model for assessing the effectiveness of blended learning programs in higher education institutions in this paper. The model was implemented and tested on Kuwait University students.

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Synchronous vs. Asynchronous Distance Education During a Worldwide Epidemic

Cited by 4 publications

References 0 publications

The Influence of Covid-19 on Teaching-Learning Activities: Is There No Coming Back When the Pandemic Is Over?

The Influence of Covid-19 on Teaching-Learning Activities: Is There No Coming Back When the Pandemic Is Over?

A Study of College Students’ Experience in Online Learning with Gender Differences

Antecedences of Continued Blended Learning Adoption Intentions: A Framework for Acceptance of Blended Distance Learning

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