DDHE - SYNCHRONOUS OR ASYNCHRONOUS DIDACTIC IN HIGHER EDUCATION INSTITUTIONS AFTER COVID-19

Abstract

COVID-19 has led to growing dependence on synchronous and asynchronous learning methods. New technologies and software offer both positive and negative implications of knowledge. Some researchers argue that students do not achieve higher level learning in synchronous courses. We have to learn in how to use this technology for effective learning. Universities and academies are now experiencing the influence of synchronous and asynchronous learning methods. Online learning experiences after two years of covid give chance to summarize. This case study explored asynchronous methods derived from experiences in higher education institutions from Bulgaria, Greece, Poland and Romania. In present article presents an analysis of asynchronous learning methods used in the project “Implementation of Digitalization in Defence Higher Education-DDHE”. The purpose of this paper is to demonstrate that asynchronous online learning used in DDHE can create a rich cognitive presence capable of supporting learning in military higher education institutions. Asynchronous online learning in DDHE is not just another educational technology to be used as a simple enhancement but introducing the teacher to a higher level of cognitive didactics. DDHE is forcing educators to reflect on the teaching and learning process and what constitutes effective learning.