Using Synchronous vs. Asynchronous Methods during the COVID-19 Pandemic in Malaysia: Preservice and In-Service Teachers’ Perspectives

Charanjit Kaur Swaran Singh,Siti Shuhaida Shukor,Tarsame Singh Masa Singh,Noor Alhusna Madzlan,Nor Azmi Mostafa,Eng Tek Ong,Mazura Mastura Muhammad,Revathi Gopal,Mahendran Maniam

doi:10.5772/intechopen.100219

Abstract

The world witnessed the outbreak of the Coronavirus (2019-nCoV) with lockdowns that forced most schools and other educational institutions to close down. Alternative approaches in the form of synchronous and asynchronous methods were adopted to ensure continuity in teaching and learning in this new norm of providing emergency remote education. This chapter aims at presenting preservice and in-service teachers’ views on using synchronous versus asynchronous teaching and learning methods during the COVID-19 pandemic in Malaysia. Data were elicited from three groups of preservice teachers and one group of in-service teachers from three different courses in one teacher education university in Malaysia. Implementation of the e-learning approaches including synchronous and asynchronous sessions was planned carefully based on the course learning outcomes. Important elements such as identification of the learning platform, delivering and conveying information to preservice teachers about the e-learning activities, assessment strategies, attendance, and students’ reflection were taken into consideration.

Highlights

The world witnessed the outbreak of the Coronavirus (2019-nCoV) with lockdowns that forced most schools and other learning institutions to close down
This chapter aims at presenting preservice and in-service teachers’ views on using synchronous vs. asynchronous methods during the COVID-19 pandemic in
The phenomenon of interest refers to participants who were exposed to the use of the asynchronous method

Summary

Introduction

The world witnessed the outbreak of the Coronavirus (2019-nCoV) with lockdowns that forced most schools and other learning institutions to close down. The COVID-19 outbreak has led most educators to using the blended synchronous approach to cover teaching and learning in the. The blended synchronous approach promotes learning that allows students to engage online at their own pace at different locations in learning as they are unable to join traditional face-to-face classes at the universities. This barrier does not limit and constrain learning as sharing of knowledge and collaboration still take place [1]. More studies are needed to be carried out to explore how educators and students benefit from different kinds of blended synchronous approaches

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Discussion

Conclusion