Synchronous Learning and Asynchronous Learning during COVID-19 Pandemic: A Case Study in India

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Autor/inn/en	Fernandez, Cassandra Jane; Ramesh, Rachana; Manivannan, Anand Shankar Raja
Titel	Synchronous Learning and Asynchronous Learning during COVID-19 Pandemic: A Case Study in India
Quelle	In: Asian Association of Open Universities Journal, 17 (2022) 1, S.1-14 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fernandez, Cassandra Jane) ORCID (Ramesh, Rachana) ORCID (Manivannan, Anand Shankar Raja)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2414-6994
DOI	10.1108/AAOUJ-02-2021-0027
Schlagwörter	Foreign Countries; COVID-19; Pandemics; School Closing; Online Courses; Asynchronous Communication; Student Attitudes; Stress Variables; Higher Education; College Students; Expectation; Barriers; Parent Attitudes; Educational Technology; Technology Uses in Education; India + Suchen Sie Ihr Suchwort? Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Schülerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Expectancy; Erwartung; Elternverhalten; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Indien
Abstract	Purpose: This research aims to study the students' perspectives on synchronous and asynchronous learning during the COVID-19 Pandemic. Both synchronous and asynchronous learning approaches used in online education have positive and negative outcomes. Hence, the aim is to study online education's positive and negative consequences, reflecting sync and async approaches. This research followed a mixed research approach. The key stakeholders of this research are the Indian educational institutions and students. Design/methodology/approach: This research collected data from the students undergoing synchronous and asynchronous learning amidst the COVID-19 Pandemic. The data were collected (N = 655) from various students taking online classes during the pandemic. A questionnaire survey was distributed to the students through online platforms to collect the data. In this research, the authors have collected data using simple random sampling, and the same has been used for data analysis using SPSS version 26. The collected data were exposed to a factor analysis using a principal component analysis technique to reduce the vast dimensions. Findings: The study findings show that synchronous learning is sometimes stressful, placing more responsibility on students mainly because of the increased screen time. At the same time, asynchronous learning allows the students to self-explore and research the topics assigned to them. Students also felt that asynchronous activities create a burden because of many written assignments to be submitted within a short period. Overall, the COVID-19 pandemic has been challenging for the students and the teachers. However, teachers have helped students to learn through digital platforms. The majority of the respondents opined that technological disruptions and death in the family circle had been significant reasons for not concentrating during online classes. However, the combination of synchronous and asynchronous learning has led to a balanced education. Practical implications: Higher education has undergone multiple transformations in a short period (from March 2020, 2021 and beyond). Educational institutions underwent a rapid transition in remote teaching and learning in the initial stages. As time progressed, educational institutions did course navigation where they relooked into their course plans, syllabus and brought a structural change to match the pandemic requirements. Meanwhile, educational institutions slowly equipped themselves with infrastructure facilities to bring academic integrity. At present, educational institutions are ready to face the new normality without disrupting services to society. Social implications: Educational institutions create intellectual capital, which is important for the development of the economy. In the light of COVID-19, there are new methods and approaches newly introduced or old methods and approaches, which are reimplemented, and these approaches always work for the benefit of the student community. Originality/value: The authors collected data during the COVID-19 pandemic; it helped capture the students' experience about synchronous and asynchronous learning. Students and faculty members are newly exposed to synchronous and asynchronous learning, and hence, it is essential to determine the outcome that will help many stakeholders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01