Asynchronous Online Instruction Research Articles

The evaluation of synchronous and asynchronous online learning: student experience, learning outcomes, and cognitive load

BackgroundThe abrupt onset of the COVID-19 pandemic compelled universities to swiftly establish online teaching and learning environments that were not only immediately deployable but also conducive to high-quality education. This study aimed to compare the effectiveness of the online synchronous and asynchronous teaching formats in the dermatology lecture for undergraduate medical students, including academic performance, self-efficacy, and cognitive load.MethodsA total of 170 fourth-year undergraduate medical students attending the dermatology lecture were included. The lecture was delivered using both the synchronous method (live online lecture via Webex meeting) and the asynchronous method (lecture videos shared on YouTube). The students had the freedom to choose their preferred method of attending the online lecture. The study assessed three main aspects: (1) learning outcomes measured through pretest, posttest, and retention test scores; (2) cognitive load experienced by students, including mental load and mental effort measured using eight items; and (3) satisfaction levels with each online teaching format.ResultsIn this study, 70 students opted for the synchronous online lecture, while 100 students chose the asynchronous online lecture. Both synchronous and asynchronous teaching methods exhibited significant improvements in post and retention test scores compared to the pretest. Satisfaction levels, rated on a scale of 0–5, were generally high for both teaching methods, with no significant differences observed (4.6 for synchronous, 4.53 for asynchronous; p =.350). Regarding cognitive load, the synchronous method showed a significantly lower level than the asynchronous method (p =.0001). Subgroup analysis revealed no difference in mental effort (p =.0662), but the level of mental load was lower in the synchronous method (p =.0005).ConclusionsBoth synchronous and asynchronous online teaching methods demonstrated improvements in learning outcomes and high levels of student satisfaction. However, the cognitive load experienced by students was lower in the synchronous setting compared to the asynchronous setting. These findings remind health professions educators that they would consider the students’ cognitive load when designing online curricula.

The Effect of an Online Health Literacy Promotion Program for Filipino Domestic Workers: A Mixed Method Study.

Health literacy refers to acquiring and utilizing health information to make health-related actions and decisions. Filipino domestic workers with low health literacy are often vulnerable to health problems due to poor living and working conditions. This study examined the effect of an online health literacy promotion program on health literacy and health knowledge of Filipino domestic workers in Macao. The mixed method combined quantitative findings of a quasi-experimental study with qualitative results applied. The quasi-experiment included three parallel groups: a synchronous online education group (videoconference group), an asynchronous online education group (video group), and a control group. A total of 88 Filipino domestic workers were assigned to one of these groups, and eight respondents participated in two focus-group interviews respectively after the intervention. For quantitative data, both synchronous and asynchronous online education interventions had positive effects. While comparing with the control group, participants in the videoconference group were more likely to have better health promotion health literacy after the intervention (β = 5.36, p = .02), and participants in the video group were more likely to have better general health literacy (β = 5.17, p = .01), disease prevention health literacy (β = 5.31, p = .04), health promotion health literacy (β = 5.97, p = .01). For qualitative data, three themes and eight subthemes were extracted after the online health literacy promotion program. After integrating the findings of this study, the study found that this program was essential and beneficial for Filipino domestic workers' health knowledge and health literacy. Overall, online health literacy promotion programe had positive impacts on participants revealed in this study. Asynchronous online education has made significant progress in overall health literacy, which may be more suitable as a widely promoted education method because of the characteristics and working conditions of this population.

Investigating students’ attendance in face-to-face, online, and blended teaching of the Japanese language

This study aims to compare which mode of teaching delivery has the highest attendance rate among face-to-face, Emergency Remote Teaching, hybrid, and online-only courses using two different British universities between 2017 and 2022 for a five-year duration. Two types of investigations were undertaken for both universities, but not necessarily simultaneously every year. The data collection comprised two components, attendance register and students’ Module Evaluation Questionnaire comments. Mixed methods were used. The total participants of this study were 316 students who studied the Japanese language, the majority of whom were between 18 and 21 years old. Their results show that the order of high attendance rate was Emergency Remote Teaching, followed by face-to-face teaching , online teaching, and hybrid teaching . Keywords: Asynchronous online teaching; attendance; emergency remote teaching; higher education; language learning; synchronous online teaching.

Asynchronous e-learning: A collaborative, process-based solution for design and development challenges

This paper presents a case study of an asynchronous online learning program, ‘Project Management Skills’, benchmarked to the Exam Content Outline (ECO) that was released in October 2022 for the Certified Associate in Project Management (CAPM) qualification of the Project Management Institute (PMI), USA. It investigates how the design and development processes have incorporated contemporary research findings and practices in online course design and development. Key challenges of the program include supporting resource persons with traditional, face-to-face teaching experiences to effectively deliver content in online asynchronous mode, as well as producing content in the English language in a manner that can be easily digested by students who are not native English speakers. The study presents an analysis of data gathered from key informant interviews with Content Developers, as well as project documentation such as meeting minutes and reviewer comments. The findings indicate that the multiple review model employed in the design and development process complements best practices in asynchronous online education and enables a high level of collaboration which reduces the burden on the Content Developer to take on multiple roles. Additionally, it facilitates the input and support of a diverse group of team members with specialist knowledge.

University Students' Satisfaction and Evaluations of Distance Education for General Elective (GE) Subjects in a Korean University

Globally, distance education has become one of the most popular trends in higher education after COVID-19. However, there is still a lack of research on how distance education can be applied to diverse higher education. This research focuses on General Elective (GE) subjects at a Korean university. Furthermore, this research focuses on Korean university students' evaluation of distance education. This research implemented a mixed method, including surveys (n=184) and interviews (n=4). Study results showed that distance online education for GE courses provided a flexible learning environment for students. In addition, Korean university students were highly satisfied with distance online education and were willing to take these GE courses. Korean university students further evaluated distance education as an effective way of providing GE subjects. However, the interview analysis showed some challenges of distance education. For example, a lack of real-time interaction between university instructors and students was one of the challenges. Also, a few students had difficulty completing online tasks when the course instructor did not provide regular announcements about assignment due dates. Finally, several implications are discussed for effectively implementing asynchronous online education for GE subjects in higher education.
 
 Received: 13 April 2023 / Accepted: 15 July 2023 / Published: 5 September 2023

Synchronous and asynchronous online teaching of a foreign language

Synchronous and asynchronous online teaching of a foreign language

Different Grouping Methods in Asynchronous Online Instruction: Social Presence and Student Satisfaction

Different Grouping Methods in Asynchronous Online Instruction: Social Presence and Student Satisfaction

Blended online courses: students’ learning experiences and engaging instructional strategies

ABSTRACT The COVID-19 pandemic has accelerated the digital shift in higher education and forced university faculty to transform their courses into a blended or online modality to comply with current public health measures. Many instructors have implemented blended online courses, which combine synchronous and asynchronous online teaching and learning activities. The purpose of this study is to document university students’ learning experiences in blended online courses during the pandemic, and to identify instructional strategies to support student engagement in these courses. It adopts a mixed-methods research strategy in which data were collected through questionnaires from students who took a blended online course in the summer semester of 2020, in a variety of disciplines and academic cycles at four Quebec universities (n = 482). Following the analysis of student responses to open-ended questions, five recurring themes were identified: the enhancement of student-student interactions, the dynamism of synchronous and asynchronous sessions, the structured presentation of the course, the explanations and feedback from instructors, and the accessibility and involvement of instructors. For each theme, suggestions from student feedback are provided to facilitate student engagement in blended online courses.

A randomized controlled experiment for comparing face-to-face and online teaching during COVID-19 pandemic

Randomized controlled experiments have shown that face-to-face teaching is more effective in delivering various learning outcomes than asynchronous online teaching. Unlike the asynchronous online teaching mode, the synchronous online mode has a live instruction component and is more comparable to the face-to-face mode. A small-sized randomized controlled experiment involving 50 students showed that there was no significant difference in student ratings on the effectiveness between the face-to-face and synchronous online teaching modes. Prior to the current study, no medium-or large-sized randomized controlled experiment had been conducted for comparing the two modes. The current study aims to fill in the gap by comparing the effectiveness of face-to-face (i.e., intervention) and synchronous online (i.e., control) teaching through a randomized controlled experiment involving 725 students from seven statistics courses offered by the Department of Statistics and Actuarial Science at the University of Hong Kong. Results show that the difference in learning outcomes between the two modes is not statistically significant. The class size is an effect modifier that students assigned to the face-to-face mode have significantly higher final weighted and final exam scores if they have face-to-face lessons with 25 students or fewer. The Pass/Fail grading option has a significantly negative effect on course performance.

Korean University Students' Attitudes, Perceptions, and Evaluations of Asynchronous Online Education in Korean Higher Education

Asynchronous online learning is an educational approach in which students can access course materials and complete assignments independently, without synchronous participation by an instructor or peers. After the outbreak of the COVID-19 pandemic, many higher education institutions implemented online education for university students. This research recognizes the importance of online education and focuses on Korean university students' experiences of asynchronous online education in Korean higher education. The study implemented a mixed method approach that used a course exit survey (n = 44) and focus-group interviews (n = 6) to examine Korean university students' perceptions, attitudes, and evaluations of asynchronous online education. The study found that online courses provide a flexible learning environment for university students. Also, university students were highly satisfied with asynchronous online courses and were willing to retake online courses next semester. Furthermore, students' evaluations indicated that online education effectively achieved the course goal. However, the interview data exposed some challenges posed by asynchronous online education. For example, if the course content was practice-based, including field practicum, students preferred a face-to-face course with the on-site instructor. Finally, several implications are discussed for effectively constructing asynchronous online education in higher education.

Effects of Asynchronous Interaction on Positive Emotional Experiences of Learners during Online Learning

Abstract—Online education is appreciated by an increasing number of people, and how to guarantee positive emotional experiences of learners during online learning becomes a core problem that has become the concern of education researchers. Online asynchronous interaction is an important communication method among learners during online learning. Owing to shortages and defects in time and space, interaction channel, and interaction content, online learning easily produces many “emotional blanks.” This research reviewed studies on online asynchronous interaction and emotional experiences at home and overseas. A total of 356 students majoring in Nursing from 5 universities in Henan Province were invited for the questionnaire survey. Influences of online asynchronous interaction, including people-to-system (P2S), people-to-people (P2P), and people-to-content (P2C), on the positive emotional experiences of learners were analyzed. Differences in positive emotional experiences under different weekly online asynchronous learning hours were estimated. Research results showed that Cronbach’s α of the questionnaire is 0.920, KMO value is 0.840, and the sphericity test significance is 0.000, indicating that the proposed questionnaire has very good reliability and validity. Evidently, P2S, P2P, and P2C can promote the positive emotional experiences of learners. Influences of weekly online asynchronous learning hours on frequency (F = 3.648, p = 0.006), intensity (F = 2.560, p = 0.038), and duration (F = 2.523, p = 0.041) of positive emotional experiences have statistical significance. Research results have important references in promoting online asynchronous interaction strategies, implementing specific interventions to online asynchronous interaction behaviors, and better providing convenient asynchronous online teaching services to students.

The Impact of Different Instruction Modes Applied as A Result of Transition of Covid-19 Phases on Students’ Performance

The COVID-19 pandemic has caused an abrupt change in the way higher education institutions (HEIs) deliver their courses. Due to crisis circumstances, HEIs have been required to adopt emergency remote teaching (ERT) as the substitution for traditional face-to-face (F2F) classes. This study aims to investigate the impact of different instruction modes applied in teaching an accounting course as a result of transition of COVID-19 phases on students’ performance. The performance of four cohorts of students (N = 549) who enrolled in the Financial Accounting 4 (FAR270) course at Universiti Teknologi MARA, Pahang Branch, Malaysia, during the four semesters, including traditional F2F semester, two consecutive online semesters and blended learning semester. The results of this study reveal significant differences between students’ performance when all four cohorts of students are compared. The students who were first exposed to the ERT at the beginning of pandemic phase (second cohort) performed better in the asynchronous online instruction mode compared to other instruction modes applied during other phases of pandemic. Besides, the study reveals significant differences in students’ performance across different instruction modes for each group of students divided by the their prior CGPA and gender. In all CGPA and gender subgroups, students achieved better performance in asynchronous online mode compared to other instruction modes. The study also provides possible explanation for the results of the analysis.

Impact of modified teaching strategies used in a gross anatomy course on the academic performance of dental students during the COVID-19 pandemic.

Modified teaching strategies (MTS), asynchronous online teaching and smaller dissection groups, were applied to a gross anatomy course for dental students in the National Taiwan University in April 2020 in response to the COVID-19 pandemic. This study aimed to investigate the effects and perceptions of MTS on dental students. Scores for anatomy examinations for 2018-2019 (without MTS) and 2019-2020 (with MTS) cohorts were compared to explore the effect on academic performance. Moreover, questionnaire from the 2019-2020 cohort was analysed to determine dental students' perceptions about MTS. The lecture performance in the final examination of the second semester for the 2019-2020 cohort was significantly higher than that of the first semester (pre-COVID-19) and that for the 2018-2019 cohort. However, the laboratory performance in the midterm examination of the second semester for the 2019-2020 cohort was significantly lower than that for the 2018-2019 cohort and showed no difference in the final examination of the first semester. The questionnaires revealed that the majority of students displayed positive attitudes towards MTS and agreed with the importance of peer discussion during laboratory dissection. Asynchronous online learning for anatomy lecture may be beneficial for dental students; however, a smaller dissection group accompanied by reduced peer discussion may temporarily exert negative effects on their laboratory performance at the beginning of the application. Furthermore, more dental students exhibited positive perceptions towards smaller dissection groups. These findings could illuminate the learning condition of dental students in anatomy education.

Developing and Validating a Scale for University Teacher’s Caring Behavior in Online Teaching

Teacher caring behavior in higher education has been frequently studied in the context of face-to-face instruction. The COVID-19 pandemic has transformed the territory of high education such that synchronous or asynchronous online instruction has become an important component of college students’ learning experience. The lack of valid and reliable scales makes it difficult to quantitatively examine teachers’ caring behavior in online contexts. Building on existing literature, we designed and implemented a three-stage study that aimed to develop and validate a scale for measuring Chinese university teachers’ online caring behavior from students’ perspectives. Results from data analysis have shown that the scale has construct validity and internal consistency reliability. The scale has revealed that teacher caring behavior in an online context consists of three latent factors, namely, inclusiveness, support, and conscientiousness. This is consistent with the existing conceptualization of teacher care as a three-dimensional construct. The scale made targeted improvement of existing scales and can be used to quantitatively examine the relationship between teachers’ caring behavior and students’ academic performance, learning motivation, learning engagement, learning self-efficacy, sense of belonging, and mental health.

A comparison of business student perceptions in Kazakhstan and the United States regarding ways to enhance the online learning process

The unanticipated COVID-19 pandemic renewed interest in the success of various pedagogic practices across populations to determine the universality of their importance. This article contrasts the findings of research conducted among Kazakhstan business students, and recently reported in the Journal Eastern European and Central Asian Research, to a population of business students at Texas A&M University-Kingsville. Our empirical sample survey of 112 undergraduate students reveals a.) a greater satisfaction with online education, b.) the potential for a longer attention span, c.) agreement on techniques to improve pedagogy, and d.) better perceived online experiences versus Kazakhstani findings. This report shares additional actionable suggestions for lessening the instances of low online involvement, as well as suggestions for improving asynchronous online education, which is again found to be preferred to a synchronous modality. Insights provided by students from a different culture and hemisphere enhance understanding of student perceptions and ways to improve the online learning experience.

A pragmatic trial evaluating the effectiveness of web versus live training in functional behavior assessment and interventions among special educators

AbstractThis study adopted a pragmatic trial with randomization to investigate the relative effectiveness of web versus live training on special educators' competence and perceived skills in functional behavior assessments (FBA) and behavior interventions. Pragmatic trials seek to determine the effectiveness of an intervention in a real‐world setting to ensure better application and generalizability in routine practice conditions. The live training group received an in‐person workshop delivered in a lecture format via powerpoint slides. The web training group received asynchronous online instruction via a secure website. The same training content was delivered to both groups. Participants were randomly assigned across both instructional modalities and completed two pre‐ and post‐test measures. Results indicated that participants (N = 104) in both groups showed a significant increase in theoretical competence of FBA and behavior interventions post training. Only participants in the live workshop group reported a significant increase in perceived skill scores. When comparing outcomes across groups, the live training group gained significantly more theoretical competence in FBA and behavior interventions than that in the web training group. These results shed light on the practical implications of online platforms for professional development among in‐service teachers in behavior management for schools with children having disabilities and challenging behavior.

University EFL Students’ Perceptions on Online Instruction and Self-Regulated Learning during the Covid-19 Pandemic

This qualitative research critically explored how EFL students perceived online instruction and how they managed their online learning, centering around the processes in online courses and learning activities in which learners are required to become engaged. In-depth interviews with 15 participants were conducted in order to capture their lived experiences in the wake of the emergent, unprecedented learning setting. Findings are as follows: (i) All of them were found to unanimously prefer asynchronous online instruction over synchronous one; (ii) In the use of self-regulated learning strategies, individual differences were found, which led to a high degree of test anxiety on the parts of those who did not use self-regulated learning strategies actively. Instructional implications with respect to these findings were discussed.

Comparative effectiveness study of flipped classroom versus online-only instruction of clinical reasoning for medical students

ABSTRACT Context Bedside clinical teaching is the backbone of clerkship education. Data-driven methods for supplementing bedside encounters with standardized content from vetted resources are needed. Objective To compare a flipped-classroom versus an interactive online-only instruction for improving knowledge, skills, self-directed learning (SDL) behaviors, and satisfaction in a medical school clerkship. Methods An IRB-approved prospective study employing a peer-reviewed clinical reasoning curriculum in neurology was conducted; 2nd-4th year medical students rotating through a required clerkship were enrolled. Students were randomized to flipped-classroom (i.e., flipped) or interactive asynchronous online instruction (i.e., online-only), which supplemented existing bedside teaching. Baseline and end-of-course knowledge, skill development, SDL behaviors, satisfaction, and long-term retention were assessed by peer-reviewed clinical reasoning exam, NBME scores, faculty/resident clinical evaluations, non-compulsory assignment completion, end-of-clerkship surveys, and objective structured clinical exam (OSCE). Results 104 students (49 flipped, 55 online-only) were enrolled. Age, gender, and training level did not differ by group (all p > 0.43); baseline knowledge was higher in the flipped group (p = 0.003). Knowledge-based exam scores did not differ by group even after adjusting for differences in baseline knowledge (2.3-points higher in flipped group, 95%CI −0.4–4.8, p = 0.07). Clinical skills were significantly higher in the flipped group, including examination skills (4.2 ± 0.5 vs. 3.9 ± 0.7, p = 0.03) and future housestaff potential (4.8 ± 0.3 vs 4.5 ± 0.6, p = 0.03). Students in the online-only group were more likely to engage in SDL (42 vs. 12%, p = 0.001) and reported more hours studying (6.1 vs. 3.8 hours, p = 0.03). Satisfaction (p = 0.51) and OSCE scores (p = 0.28) were not different by group. Conclusions In this comparative study of two evidence-based curricular delivery approaches, we observed no difference in knowledge acquired. Greater clinical skills were observed with flipped instruction, while more SDL was observed with online-only instruction. Supplementing bedside teaching with blended instruction that balances live skill development with vetted online resources is optimal for clerkship education.

Advising Sleep Deprived Students to Take Online Classes

Surveys indicate that nearly three-fourths of all college students do not get an adequate amount of sleep on most nights and over half report daytime sleepiness. Sleep deficiency impairs cognitive function, diminishes academic performance, and impedes learning. Asynchronous online education, which provides flexibility to participate in learning exercises and complete assignments at a time and pace that better matches a student’s sleep schedule, may offer a solution to this problem. In this study, we examine the impact of reported sleep deprivation on learning outcomes for a group of students who took an asynchronous online class versus a similar group of students who took the same class in a face-to-face (F2F) setting (N = 399). Our results indicate that whereas sleep deprivation, all other factors held constant, significantly negatively affects learning for F2F students, no such influence is observed for online learners. Student counselors and school administrators should therefore consider advising sleep-deprived students to take more online classes to enhance student learning outcomes, which in turn may improve student retention and degree completion.

Asynchronous Online Instruction Leads to Learning Gaps When Compared to a Flipped Classroom

With the gradual shift to online education models that has taken place in recent decades, research has sought to understand the nuances of student performance in an online model in comparison to more traditional in-person modalities. However, the effects of instructional modality have been difficult to determine given the many variables that exist in course design between these methods. In this study, we attempt to determine the efficacy of asynchronous online instruction by comparing two nearly equivalent courses. The first course was a flipped classroom, a recent and well-studied hybrid model of instruction. The second was an asynchronous fully online course that contained all the same instructional elements as the in-person course but lacked any student or instructor interaction. Student performance was tracked at both a highly-selective private institution and an open-enrollment public institution. Results show that students’ performance drops in an asynchronous online course compared to an equivalent in-person experience. Several potential hypotheses are put forth to explain a change in performance that can potentially shape the design of online instruction.