Synchronous vs. Asynchronous vs. Blended Remote Delivery of Introduction to Biomechanics Course

Ramo, Nicole L.; Lin, Meiai; Hald, Eric S.; Huang-Saad, Aileen

doi:10.1007/s43683-020-00009-w

Cited by 22 publications

(17 citation statements)

References 6 publications

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“…Therefore, a combined mode involving a pre-recorded lecture followed by a recorded live discussion could be more effective for OL. This is in line with the findings of others (Alqahtani & Rajkhan, 2020;Ramo et al, 2021;Rapanta et al, 2020).…”

Section: Discussionsupporting

confidence: 94%

Transitioning to Online Learning amid COVID-19: Perspectives in a Civil Engineering Program

Maraqa

Hamouda²,

El-Hassan³

et al. 2022

OLJ

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The transition from face-to-face classes to fully online learning (OL) during the spring semester of 2020 occurred almost globally because of the imposed COVID-19 lockdown. The present study investigated the perception and experiences of undergraduate students and faculty members of the Civil Engineering program at the United Arab Emirates University concerning switching to OL during COVID-19. Quantitative questionnaires were distributed to faculty members and students following the end of the spring semester of 2020. Students and faculty members identified student engagement and online exams as major areas that require improvement. Online exams were challenging for students and difficult to prepare, control, and administer for faculty. Providing technical support is critical for the successful streaming of online courses. Initially, half of the surveyed students began the transition with a positive attitude toward OL, and this percentage increased during the transition. The capacity to continue learning during the COVID-19 crisis and the availability of recorded materials were perceived by the students as the main advantages of OL while challenging online examinations and the lack of social interaction were the main disadvantages.

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Section: Discussionsupporting

confidence: 94%

Transitioning to Online Learning amid COVID-19: Perspectives in a Civil Engineering Program

Maraqa

Hamouda²,

El-Hassan³

et al. 2022

OLJ

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“…Distance learning technologies -a set of educational technologies, including psychological and pedagogical and information and communication technologies, that provide an opportunity to implement the process of distance learning in educational institutions and scientific institutions. Based on our research, we have identified two main technologies for presenting information in distance learning: synchronous and asynchronous [31] (Table 1). Web-page, e-mail, CD-ROM with educational material, textbook, study guide So it can be noted that distance learning technologies are a set of educational pedagogical and information and communication technologies, methods, forms and means, the purpose of which is to obtain a high level of training when using distance courses and implementing distance learning in educational institutions.…”

Section: Resultsmentioning

confidence: 99%

Psychological-pedagogical problems and prospects of distance learning of students during the Covid-19 pandemics

2021

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The article analyses the psychological and pedagogical problems and prospects of the distance learning of students during the pandemic period. Studies have shown that the learning process during the quarantine in the spring of 2020 was stressful for all participants in the educational process. This was caused by the lack of previous experience of distance learning and the response from the government and the number of educational problems. It is proved that the problem of insufficient universal access to the internet and the equipment necessary for training has affected both teachers and students. The current situation shows that some teachers working at higher education institutions replaced remote classes with the form of written works, which led to excessive workload of students. Such methods do not contribute to the quality of material assimilation, but on the contrary, create additional stress. It is proved that computerization affects all spheres of human activity and is an important factor in changing the quality of society life. The authors note that in order to ensure the development of higher distance education, it is necessary to improve the regulatory framework in the field of higher distance education, create a computer infrastructure, prepare software for the introduction of electronic educational platforms, as well as train and retrain teachers for conducting distance education courses. It is noted that during the process remote technologies, teachers use various forms of work with students. In particular, including Zoom classes, Skype classes, web classes, where students independently study an educational resource, perform tasks and the teacher checks it and gives a mandatory review of the completed task. The algorithm for assessing the quality of distance learning systems is justified and the use of an integral indicator with weighting coefficients is proposed, which allows us to quantify the value of local quality indicators and complex quality characteristics of distance learning systems.

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“…According to Xie et al (2018), synchronous and asynchronous online modalities differ along five dimensions: communication tools, feedback types, input methods, collaboration modes, and targeted skills. However, distinctions between the two modalities have become blurred: educators adopt the same tools and collaboration modes when teaching in both modalities and use a mixture of the modalities for remote teaching (Ackerman & Gross, 2021; Peterson, 2021; Ramo et al, 2021; Wang & Wang, 2021; Watson et al, 2021), in line with the students’ preference.…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, instructors may consider contents or activities that maximize social interactions for their synchronous meetings and leave the more traditional contents such as lecture handouts and video clips for self-study. Examples of interactive synchronous components include brainstorming sessions (on project ideas or the real-world application of vital concepts or theories covered in the course), role-playing sessions, developing group contracts for course project, inviting guest speakers, and playing online games in which students compete against each other on course subject matter (Heilporn et al, 2021; Ramo et al, 2021; Watson et al, 2021). During the synchronous sessions, instructors may also consider using tools that are typically adopted in asynchronous courses, such as discussion board and collaboration documents (Ackerman & Gross, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…According to the self-determination theory, the three psychological needs of sense of control, feeling of competence, and feeling of relatedness have to be fulfilled for students to be intrinsically motivated to learn; additionally, social interactions with instructor and fellow students are essential factors to support the three needs (Fabriz et al, 2021;Ryan & Deci, 2000). Therefore, instructors may consider contents or activities that maximize social interactions for their synchronous meetings and leave the more traditional contents such as lecture handouts and video clips for (Heilporn et al, 2021;Ramo et al, 2021;Watson et al, 2021). During the synchronous sessions, instructors may also consider using tools that are typically adopted in asynchronous courses, such as discussion board and collaboration documents (Ackerman & Gross, 2021).…”

Section: Implications For Marketing Educatorsmentioning

confidence: 99%

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Synchronous or Asynchronous Course: Business Students’ Perspectives on an Optimized Modality of Online Teaching and Learning

Lan

You

2022

Journal of Marketing Education

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Colleges and universities in the United States swiftly shifted campus-based classes to virtual spaces as a response to extended campus closures necessitated by the COVID-19 pandemic. Synchronous online courses were mandated as a replacement for traditional face-to-face classes in many higher education institutions. We understand that the benefits and drawbacks of synchronous courses need to be reviewed in this environment that has been heavily impacted by the pandemic. Thus, two survey studies were conducted in the fall 2020 and spring 2021 semesters. The findings in Study 1 reveal that students felt more isolated in their studying in the early phase of the pandemic, which increased their preference for the synchronous modality. The results of Study 2 suggest that the perceived isolation effect no longer held. The results from both studies confirm that students prefer an equal split between synchronous and asynchronous components for conceptual courses but prefer additional synchronous components for quantitative courses. A series of regression analyses was conducted to account for such preferences. The results urge educators and administrators to develop a hybrid approach that leverages the benefits of synchronous and asynchronous courses and optimizes online learning and teaching experiences.

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Synchronous vs. Asynchronous vs. Blended Remote Delivery of Introduction to Biomechanics Course

Cited by 22 publications

References 6 publications

Transitioning to Online Learning amid COVID-19: Perspectives in a Civil Engineering Program

Transitioning to Online Learning amid COVID-19: Perspectives in a Civil Engineering Program

Psychological-pedagogical problems and prospects of distance learning of students during the Covid-19 pandemics

Synchronous or Asynchronous Course: Business Students’ Perspectives on an Optimized Modality of Online Teaching and Learning

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