Synchronous Distance Learning Research Articles

Synchronous Distance Learning: Effects of Interest and Achievement Goals on Police Students’ Learning Engagement and Outcomes

Online learning has boomed, especially in synchronous settings. Questions remain open regarding the influence of interruptions and learner factors such as interest and achievement goals on learning engagement and outcomes. To address these questions, the present field study relied on a synchronous online course and evaluated it with a sample of 136 police students (Mage = 29.58 years). Not only did the online course foster students’ self-efficacy, it was also given similarly high evaluations to previous offline iterations of the course. Furthermore, the students’ self-perceived learning gains correlated highly with actual test performance. Their interest was a positive predictor of these learning gains, whereas work avoidance goals were a negative predictor of learning gains. Learning engagement mediated these effects. Finally, learning outcomes and interruptions were negatively associated. Our results imply that instructors should consider interest and achievement goals as important learning predictors, as well as the detrimental effects of interruptions on learning outcomes.

Digital learning about patients: An online survey of German medical students investigating learning strategies for family medical video consultations.

Training in video consultations is seldom included in the curriculum for future physicians. Exploration of preferred teaching methods and learning objectives in this context among medical students remains limited. This study addresses this research gap by conducting a survey among medical students in Germany to assess their educational requirements concerning video consultations and patient-centred distance learning. This quantitative study employed an online questionnaire designed for German medical students, following the guidelines of the International Association for Health Professions Education. The study primarily focused on discerning the didactic preferences related to patient-centred digital teaching regarding family medical video consultations. We provided a detailed explanation of a concrete learning concept, a family medical synchronous distance learning seminar. Subsequently, we surveyed students to gauge their needs, expectations, and evaluations of this concept. The collected data were subjected to descriptive analysis. The analysis revealed that students aspire to offer video consulting services to their patients in the future (sample size (n) = 369, median (med) = 68 of 101 Likert scale points, interquartile range (IQR) = 53.75), despite having limited knowledge in this area (n = 353, med = 21, IQR = 33.25). To acquire expertise in telehealth, students favor blended learning models (n = 331, med = 76, IQR = 50). They also recognize the benefits of distance learning, particularly for students with family responsibilities or those who must travel long distances to their learning institutions,. The presented distance seminar concept resonated with them (n = 278, med = 72.5, IQR = 50.5), surpassing five other digital learning models in preference. Furthermore, they expressed a desire for its continued implementation beyond the Coronavirus SARS-CoV-2 pandemic (n = 188, med = 77.5, IQR = 44.75). The deficiency in medical school education regarding video consultations requires attention. This issue could be resolved by integrating one of the five distance learning concepts outlined in this article.

The Impact of COVID-19 on Education: A Cross-Sectional Study of Distance Learning among Medical Students.

The COVID-19 pandemic affected educational institutions and caused the transfer to distance learning. The study aimed to assess medical students' satisfaction with synchronous distance learning (SDL) during the pandemic and predict their choice of it in the future. A cross-sectional study was conducted among undergraduate medical students at the Al-Farabi Kazakh National University in July 2021. An online questionnaire was used to collect data on demographic and educational characteristics, satisfaction, and perspective on the future choice of SDL. IBM SPSS Statistics, version 26, was used to analyze the qualitative data on descriptive and inferential statistics. Students' satisfaction and future choice of SDL were 43.2% and 20.2%, respectively. Regression analysis revealed the significance of SDL predictors with a direct relationship in the case of gender and academic performance and predictors with an inverse relationship in the case of residency, student life satisfaction, and SDL with student satisfaction. In the predictive model, student satisfaction and probability of future choice of SDL over traditional learning were 59.5% and 43.5%, respectively; over hybrid learning, it was 20.2% of students. The research findings suggested that slightly less than half of the respondent medical students were satisfied by distance learning during the COVID-19 pandemic when their satisfaction probability was significantly higher in the predictive model. The predictive model of perspective of choice of distance learning did not show statistically significant results compared with traditional and hybrid learning.

DEVELOPING CHINESE STUDENTS’ COMMUNICATION SKILLS THROUGH SYNCHRONOUS DISTANCE INTERPRETING COURSE

Future of higher education is closely connected with degree programs in distance mode as it guarantees security and convenience for overseas students. With Chinese-Russian relations becoming closer, more Chinese students are majoring in translation and interpreting studies at Russian universities while staying in China, so universities should provide well-organized online interpreting classes to build professional interpreting competences.
 Purpose. This paper aims to assess possibility of developing basic communication competence of future interpreters from China through all-digital synchronous interpreting course in Russian educational environment.
 Methodology. The research was carried out among Master’s degree Chinese students and their trainers at Lomonosov Moscow State University, overall number of participants was 58. The set of tools included role playing performance evaluation, open discussion, assessment scales, questionnaires and interviews.
 Results. The study showed that communication skills of future Chinese interpreters can be sufficiently developed in synchronous all-digital interpreting course if good educational environment is provided. The results of the cross-semester examination as well as the questionnaire data confirm that interpreting classes in distance synchronous mode at Moscow State University promote developing of communication competence of Chinese major degree students. For this purpose, pedagogical technologies of the course should include online interactive tasks, role play activities, small-size group rooms, chats via video platforms as well as use of various digital translation technologies. The results of the survey also showed that open online discussions with Russian students have a positive impact on the development of Chinese students’ communication skills. The study also reveals that synchronous distance learning is preferable for Chinese students in turbulent periods of world history (epidemics, wars) as it guarantees sustainability and continuality of educational process.
 Practical implications. The results of the study can be applied in optimizing the organization process in professional higher education both in Russia and abroad. Under certain circumstances synchronous distance training can be the only choice for international higher education programs.

Design and evaluation of a remote synchronous gamified mathematics teaching activity that integrates multi-representational scaffolding and a mind tool for gamified learning.

Gamified learning is an instructional strategy that motivates students to learn, and the use of multiple representations assists learning by promoting students' thinking and advanced mathematical problem-solving skills. In particular, emergency distance learning caused by the COVID-19 pandemic may result in a lack of motivation and effectiveness in learning. This study designed an online gamified learning activity incorporating multi-representational scaffolding and compared the differences in the learning achievement and motivation for the gamified activity and general synchronous distance learning. In addition, for the group that conducted the gamified learning activity, we measured the participants' flow, anxiety, and emotion during the activity. A total of 36 high school students participated in the experiment. The results indicated that the gamified learning activity was not significantly effective in terms of enhancing learning achievement. In terms of learning motivation, a significant decrease in motivation was found for the group using general synchronous learning, while a significant increase in motivation was found for the group using synchronous gamified learning. This indicates that despite the negative impact of the pandemic on learning, gamified learning still enhances students' learning motivation. The results of flow, anxiety, and emotion showed that the participants had a positive and engaged experience. Participants provided feedback that the multi-representational scaffolding facilitates learning.

Students’ perception of asynchronous versus synchronous distance learning during COVID-19 pandemic in a medical college, southwestern region of Saudi Arabia

BackgroundCOVID-19 preventive measures required a drastic shift to online teaching-learning in most of countries. Institutions used different combinations of live online lectures (synchronous) requiring students to attend the class in real-time, as well as recorded lectures uploaded by the instructors to be accessed by students as per their own convenience (asynchronous). We undertook this study to assess and compare the perceptions of students regarding their learning experiences in the synchronous versus asynchronous mode of instruction using their teaching-learning during the compulsory online mode of instruction at the peak of the COVID-19 pandemic.MethodologyThis cross-sectional questionnaire-based study received responses from 122 final-year medical students studying at the College of Medicine, King Khalid University, Abha, Saudi Arabia. An online 5-point Likert scale-based questionnaire was used to collect data regarding experience and perception towards synchronous and asynchronous learning. Statistical analysis was done using Statistical Package for Social Sciences (SPSS) version 21.0. A P-value less than 0.05 was considered significant.ResultAll the students found both synchronous and asynchronous learning to be equally satisfying, enjoyable and comfortable. No statistically significant difference was found when both the methods were analyzed for enhancement of knowledge. The students opined that asynchronous learning helped them manage their time better whereas synchronous learning encouraged more interaction during the live lectures.ConclusionOverall, the students' perceptions regarding both synchronous and asynchronous online learning were positive. As both methods have their advantages/limitations, a mix of both synchronous and asynchronous methods may be adopted depending upon the content of the topic and the desired learning outcomes.

FEEDBACK PRACTICES IN THE CONTEXT OF SYNCHRONOUS ESP DISTANCE LEARNING IN A NON-LANGUAGE UNIVERSITY UNDER MARTIAL LAW IN UKRAINE

The facts presented in the article indicate that the only possible form of mass education in Ukraine in war conditions is synchronous distance learning. An analysis of relevant modern foreign and domestic studies has shown that researchers consider feedback in the learning process as one of the central concepts in education, paying considerable attention to the characteristics of feedback forms, including the formative one, but the ways of its implementation in the process of synchronous distance learning have not been sufficiently studied. The authors' study proves that in synchronous distance learning of ESP on the ZOOM platform, formative feedback is possible under certain technical and didactic conditions. Formative feedback is possible and should occur at all stages of the ESP session. The article describes the practices of organizing effective formative feedback used by the authors of the study while teaching all types of speech activity: listening, speaking, reading and writing. Compared to offline learning, synchronous distance learning significantly increases the share of formative peer feedback, which contributes not only to the activation of the educational process, but also to the socialization of students. The study focuses on the fact that feedback is a two-way process that affects the performance of both the recipient of feedback and the one who gives it. The results of the study can be useful for both university foreign language teachers and school teachers.

Assessing Students’ Ability to Apply the Control of Variables Strategy When Engaged with Inquiry-Based Worksheets during the COVID Era

In this study, an inquiry-based sequence was designed, developed and implemented using facets of flipped classroom and aspects of inquiry learning using the ADDIE model. The sequence intends to promote the students’ scientific literacy. The aim of this paper is to examine the effectiveness of specially designed inquiry-based online worksheets (e-WS) to actively engage students in the design of unconfounded experiments by applying the Control of Variables Strategy (CVS). Second-year senior high school (11th grade) students participated in an intervention in which facets of flipped classroom approach with asynchronous and synchronous distance learning sessions were adopted, during the COVID-19 lockdown. Results show that the flipped classroom approach with synchronous and asynchronous sessions was acceptable and adoptable by the students; the existence of probe questions in e-WS, combined with explicit reference to inquiry procedure enhanced students’ awareness of scientific practice and on CVS, while at the end of the intervention, students were capable of applying the CVS in the design of unconfounded experiments.

Quantitative Courses in Higher Education: A Comparison Between Asynchronous and Synchronous Distance Learning

Quantitative courses in higher education have always been difficult and demanding because they involve complex principles and procedures and students are required to deal with complicated problems. With the outbreak of the COVID-19 crisis and the need to move immediately to distance learning, the challenge involved in undertaking such courses has become even more significant.
 
 Recent studies point to different findings regarding the effect of asynchronous and synchronous learning on student performance so it is not entirely clear which method is preferable. The present study addresses the above ambiguity with a focus on quantitative courses, known for their special complexity. The study examined which method is preferable and why, based on the learners’ point of view. Two main issues were examined: the contribution of each method to the learning process and whether one of them is significantly superior to the other and can even replace it exclusively. 
 
 The research was based on two samples of students  who enrolled in eight quantitative courses at two colleges. The courses were given during the year 2020-2021 using combined teaching formats: Asynchronous and synchronous distance learning. Learners were asked to answer an online questionnaire that assessed the characteristics and advantages/disadvantages of both methods. 
 
 The findings show that students distinctly prefer asynchronous learning over synchronous. The main reasons for this are the ability to repeat lessons indefinitely, time savings, flexible learning anywhere, anytime and at the appropriate pace as well as the ability to better understand the material.

Experience of istance Learning D Under Emergency Conditions of the COVID-19 pandemic

Abstract : Actions to organize learning under the conditions of coronavirus pandemic (COVID-19) are currently being taken worldwide. In most countries, learning institutions are fully or partially closed, while all students are adopting distance learning. Closure of universities and emergency adoption of distance learning are related to obvious issues mainly caused by insufficient equipment and no or poor preparedness of teachers to work in new conditions. The current level of hardware and software development, limited opportunities of the Internet, and the level of distance learning organization fail to ensure high-quality education that would be comparable to traditional offline classroom education. These and other issues challenge the education system in a crisis situation. This study intends to analyze the modern situation and measures taken to arrange distance learning in the conditions of leaving conventional classroom learning for distance learning. This gave an insight on preparedness of students, university teachers to ensure continuous education in the time of crisis. The obtained data revealed primary issues of adopting distance learningand advantages of online studies, the need to develop and implement a new model of learning process that can be called combined. Traditionally, this model combines full-time attendance using online courses with synchronous distance learning. The article describes the revealed drawbacks of MS Teams in the learning process and solutions on how to eliminate them. Keywords : online learning - COVID-19 pandemic; higher education; adopting distance learning.

Students’ Perspective of Remote Synchronous Activities Developed in the Morphofunctional and Integrated Practices Laboratories During the COVID-19 Pandemic

The objective of this study was to evaluate students’ perception of online activities during the COVID-19 pandemic. A self-administered online questionnaire was sent to first- to fourth-year medical students. A total of 398 medical students answered the questionnaire. About 90% of the students perceived the overview of the activities as positive (satisfactory/very satisfactory), while 88.66% considered their adaptation satisfactory. The same pattern was observed in the other items, except for the motivation for classes. Self-assessment and faculty members/lecturers’ performance along with the methodology adopted were also perceived positive (satisfactory/very satisfactory) by more than 70% and 75% of the students, respectively. In this study, synchronous distance learning classes were developed through Blackboard® using different pedagogical resources and a multiple-choice test was also applied at the end of every class. It was observed that most of the content was contemplated and validated with the online activities and audiovisual materials provided throughout the semester, and it was considered that the transition in the teaching-learning process required a joint effort by both faculties and students. Undergraduate students had a very positive perception regarding synchronous online activities developed in the morphofunctional and integrated practices laboratories during the COVID-19 pandemic.

The Transition to Distance Learning in the Era of Covid-19 Pandemic: The Perceptions and Experiences of Nursing Students.

During the first months of COVID-19 pandemic, authorities of many countries imposed to educational institutions of all educational levels, the online delivery of their courses to prevent the spread of SARS-CoV-2. We investigated the perceptions and first experiences of Nursing students that attended the synchronous distance learning undergraduate course of Health Informatics. Respondents' perceptions and experiences were positive regarding the design and material of the course and the discussions with their peers while the technical support was negatively rated. Students could not decide if distance learning is more difficult than traditional or whether distance learning is more time consuming than traditional learning. Nursing students prefer traditional learning as they stated that they learn more and feel more comfortable to participate in personal discussions. Distance learning can be ameliorated by careful design, more interaction initiatives, creative methods to enhance learning and availability of timely technical support. Future research should be conducted in a larger sample.

Quantum technologies: a course for teacher professional development.

We present an educational path for teacher professional development whose primary purpose is to enhance physics teachers’ knowledge and awareness of topics related to quantum computation and quantum information, and of their relevance for technological advancement. Besides their objective importance, also stressed by several authors and projects, the choice of topics not traditionally covered in the final year physics curricula also arises from the concrete possibility of developing a multidisciplinary path, able to represent under a unified perspective several subjects treated in secondary school physics and mathematics. The project is realized in the context of the Italian PLS (Plan for Science Degrees) and the education section of the Quantum Flagship. Due to the limitations related to the COVID-19 pandemic it was entirely delivered in the form of synchronous distance learning and was attended by around 30 teachers. Asynchronous discussion was performed using both generally available tools (Google drive, forms etc.) and a dedicated online forum set up on the servers of the University of Pavia. We discuss the structure of the educational path and the results of the first part of the course whose purpose was describing the transition from classical to quantum computation. In general, from both the written pre-questionnaire and the mid-course interviews, strong appreciation and fascination emerge for the cultural significance of the introduced topics and connections.

Impact of Emergency Remote Education in the 2021 COVID-19 Pandemic: A Case of Higher Education Students in the Department of Mechanical Engineering

The higher education in Taiwan was forced to begin an unprecedented large-scale distance teaching emergently due to the outbreak of the COVID-19 pandemic in May 2021. This research accordingly intended to realize what the students had been experienced and the mechanical engineering at a private university of technology was investigated. There are five aspects surveyed and quantitatively their satisfying order from high to low is the following: learning resources, synchronous distance teaching, final assessment, learning effectiveness, and school equipment. Next, the qualitative data shows that most students embraced freedom and liberation at the beginning of the sudden implementation of the six-week emergency distance education, and soon discovered that the pressure of learning had become greater. Reasons include easy distraction at home, increased assignments, and relatively difficult online communication, etc. In summary, the participants have the highest satisfaction with "learning resources", although there are still students who complained that they can only access the visual classroom by poor facilities, like mobile phones (6% of the participants who cannot access computers/laptops for learning), old-fashioned computers, or no internet at home. It shows the limitations of unfair resources to online learning. Furthermore, the learning effect is the second-worst, showing that although the students have mastered the skills for synchronous remote education in the six weeks, most of them still prefer to return to the familiar and reliable face-to-face classroom, owing to the difficulties in communication, hardware, and software conditions. Finally, some suggestions for the college students to prepare for the uncertain future are provided based on the study conclusions.

Perceived Barriers in the Sudden Transition to Asynchronous and Synchronous Online Distance Learning of Radiologic Technology Student

This study identified the effect of the perceived barriers in the sudden transition to online distance learning on the academic performance of radiologic technology students. Four barriers were identified and used: digital literacy, support barriers, institutional barriers, and educational impact. A causal-comparative study was utilized to determine the effect of the perceived barriers on students' academic performance. Resuts revealed that support and institutional barriers significantly impact students' academic performance. On the other hand, digital literacy and educational impact have no significant effect. This finding of the study indicates that students must have easy access to the available support. This is critical not only for technical assistance but also for institutional support.

ROLA CZYNNIKÓW AFEKTYWNYCH NA PRZYKŁADZIE STREFY KOMFORTU NA ZDALNYCH ZAJĘCIACH JĘZYKOWYCH

Affective factors are one of the two types of individual factors that influence success in the process of foreign language learning. They consist of personality traits, as well as positive and negative emotions. This emotional dichotomy is also reflected in the popular concept of comfort zone. The aim of this paper is to define the comfort zone in the context of distance learning language classes and to check if and how it is possible to implement this model in research in the field of glottodidactics. The results of empirical research on the perception and experience of the comfort zone during synchronous distance learning classes by philology students are presented and analyzed in order to draw conclusions on the impact of positive and negative emotions on the process and effects of the language distance learning.

Persepsi Mahasiswa terhadap Pelaksanaan Perkuliahan Eksperimen Jarak Jauh Fisika Dasar di Masa Pandemi

The implementation of remote basic physics experiments during a pandemic has its own challenges. This experiment had problems in terms of planning, implementation, and reporting. The purpose of this study are to describe the implementation of synchronous distance learning of fundamental physics experiments using simple tools and to find out students' perceptions regarding the obstacles in the synchronous distance learning implementation of experiments. This research is a qualitative descriptive study. The instrument used is a questionnaire distributed using Google Form. The respondents in this study were 69 students who took the fundamental physics experiment course in the odd semester of the 2020/2021 academic year. Analysis of research data was carried out using descriptive analysis methods. The results of this study indicated that the application of Google Meetassisted experiments using simple tools and materials that were easily obtained by students could reduce the problem of completing tools and materials by students and the use of Google Meet allowed the mentoring process during the experiment by the lecturer. The most common obstacles encountered by students were obstacles in the implementation phase where sometimes the internet network did not support it while students needed to listen to the direction of the supporting lecturer, especially if the instructions in the manual were not well understood.

Distance learning tools for the development of foreign language communicative competence

The primary feature of modernity is the dynamic development of information technology. Students must be taught the way to select and find useful information for a particular educational task from the start. The development of this skill is based on the various learning strategies. Thus, the strategies that contribute to the development of autonomy is a crucial aspect in the process of language learning supported by the tools of modern digital technology. Distance learning, video conferencing systems, telecollaboration are technological advancements that require a new paradigm for their usage. Both asynchronous and synchronous distance learning have already become part of nowadays reality. Thus, it is difficult to question the effectiveness of this form of learning and knowledge acquisition even though there is still a lack of the "infrastructure" to take advantage of new technologies to the fullest. The subject of the article is to reflect the use of distance learning in language education. A description of empirical research was made based on the method of distance learning in linguistic education, which main goal was to assess the effectiveness and analysis of features of the distance method for studying/learning foreign languages.

Beyond Synchronous and Asynchronous Systems towards Blended Learning: Perspective on Medical Education through COVID-19 Pandemic

Coronavirus Disease 2019 (COVID-19) pandemic affected various aspects, such as the health sector, education, economy, etc., being distracted. This transition requires technology acceleration to maintain the e-learning process across the world, including medical education. E-learning systems, such as synchronous and asynchronous learning, have their own advantages and limitations, especially in medical education that needs theoretical and practical education. In this paper, a new model of mixed synchronous and asynchronous systems towards blended learning was described as an idea for better medical education through the COVID-19 pandemic. Learning systems can be divided into several types prior to previous researches, namely face-to-face learning, blended learning, flipped classroom, Information, and Communication Technology (ICT) supported face-to-face learning, synchronous learning, and asynchronous learning. COVID-19 pandemic forced the education system to full-online system learning, which is synchronous and asynchronous e-learning. In terms of theoretical learning, asynchronous systems may offer flexibility and convenience as well as the system can be used in conditions of time-zone difference, various internet connectivity, and different golden times for each student to learn factual information. However, asynchronous systems also may have a challenge in controlling the students to make sure they follow the class properly. To evaluate students’ progress, educational stakeholders can hold a weekly reflection program asynchronous distance learning. Besides, knowledge practice also can be conducted by focus group discussion (FGD) through synchronous distance learning The synchronous and asynchronous systems provide the students to arrange their schedule more flexible thus can be utilized to learn practical skills in face-to-face education, such as clinical skills and laboratory practices, with strict health protocols. This system will lead to blended learning, which is an online learning and shift-based traditional learning. This approach provides combination systems of asynchronous and synchronous distance learning to support blended learning in terms of lack of practice skills and laboratory competencies.

ЗАСОБИ І МЕТОДИКА ONLINE НАВЧАННЯ ФІЗИКИ В ТЕХНІЧНОМУ УНІВЕРСИТЕТІ

In this paper, we discuss technological and methodological problems that occur during synchronous distance learning. The technological problem is associated with the choice of software products for conducting such classes. It is shown that, instead of the well-known Zoom webinar program, it is possible to use simultaneously one of the webinar programs (Google Meet, FreeConferenceCall or others) and the interactive whiteboard, for example, IDroo, LiveBoard, Jamboard, Twiddla, or others. The technical characteristics of these boards in some respects are more advanced than the whiteboard in the Zoom program. Methodological problems relate to the definition of forms and methods of lectures, practical and laboratory classes, as well as the semester exam. Our survey showed that 1) 78% of students perceive the lecture material better if the form of its presentation is similar to the traditional one; 2) 71% of students prefer to see mathematical expressions written using a Power Point presentation, in which a gradual step-by-step derivation of formulas is implemented. In order to control students' work at the beginning of each online lecture we conduct an express test control of the knowledges of the previous one, and at the end we offered to make a copy of their synopsis and save it in Google Classroom. Students’ grades for the test and synopsis were taken in account when setting the total rating score. Laboratory exercises were carried out using the created virtual labs. To create visual representations of the virtual models, we prepared short videos that illustrate the main stages of work. The most difficult was to conduct the exam in a distance form. We used the test form of exam. To avoid the exchange of correct answers to test items each student dot individual tasks. To reduce the possibility of communicating with strangers during the exam, students performed tasks with the video camera and microphone turned on. All of this reduced the likelihood of academic integrity of the students. Key words: physics, synchronous distance learning, lecture webinar, labs, exam.