Synchronous E-learning Environments Research Articles

Synchronous and Asynchronous E-learning impact on Distance Education

The aim of this paper is to highlight the effect or popularity of synchronous E-learning environment in Distance education. Day by day, as information technologies improving, the mode of learning is changing from asynchronous to synchronous e-learning. System can provide the real-time interaction between the remote students and the instructor just like in the classroom lecture. Synchronous training is done in real-time with a live instructor facilitating the training. Everyone logs in at a set time and can communicate directly with the instructor and with each other. It lasts for a set amount of time - from a single session to several weeks, months or even years. This type of training usually takes place via Internet Web sites, audio- or video- conferencing, Internet telephony, or even two-way live broadcasts to students in a classroom.

The Effectiveness of Synchronous and Asynchronous E-Learning Environments in Teaching Writing to Different Personalities

Since the Covid-19 pandemic is affecting the new educational environments, synchronous and asynchronous e-learning environments have been integrated into the teaching and learning process. This study aims to explain how significant the students’ achievement is taught in e-learning environments in teaching writing to students with different personalities. The design of this study was a quasi-experimental design with a 2×2 factorial design. This study was conducted on the eighth-grade students at SMP N 2 Mantup. The questionnaire and written test were carried out by t-test and two-way ANOVA. This study discovered a relationship between the e-learning environments and students' personalities, which influences their ability to write recount texts. This research showed that an asynchronous e-learning environment was effective for students with introverted personalities, and a synchronous e-learning environment was effective for students with extroverted personalities. This study also compared the use of the e-learning environments for each personality in improving writing recount text. Thus, this study presented a new perspective on the importance of paying attention to students' personalities in selecting the e-learning environments to improve writing recount text. The contribution of this study provided to the ELT development was new insight on how effective the teaching implemented in a dual mode digital environment is, no matter what personality the students possess. Thus, it is proven that modern teaching has no boundary, spatially and temporally.

Recommender System based on Learner Knowledge and Opining using Data Mining Techniques in Synchronous E-Learning Environment

Learners are often getting uncertainty by the flow of information and have trouble in selecting the material to learn that satisfies their requirements and interests. It is the fact that the learners „learning interest, and behaviour changes over the time and subject to subject. It is very important, thus, to know learner preferences and what problem he/she faces during the programme. In this paper, our aim to address a novel framework for an e-learning recommender system that used data mining techniques to find learner preferences and requirements from their opinion. Make a more relevant relationship between learner and his/her preferences. Proposed framework is based on opinion and the knowledge level of learner.

OwlishOracle: architecting a social media-based e-learning platform for primary education of underprivileged children by senior citizens of India

Quality of primary education in rural India is a matter of great concern due to teacher absenteeism, non-availability of good teachers at remote areas and non-availability of attractive teaching methods. In this context, our work wishes to architect a scalable online e-learning platform based on Web 2.0 technologies in order to facilitate primary education for underprivileged children in all parts of India. Additionally, the work wishes to create a group of online primary teachers by utilising the vast pool of knowledge resource of the educated senior citizens, who are capable but otherwise not involved in any mainstream productive activities. Using ethnographic approach to system design and using an iterative and incremental development model, we have designed and pilot-tested OwlishOracle, our internet-enabled social media-based synchronous e-learning environment, to serve the stated purpose.

Synchronous Interaction in Online Learning Environments with Adobe Connect Pro

Universities now have the potential of Web 2.0 technologies to facilitate learning opportunities to support, communicate and interact with learners of all ages from all over the world. This study focuses on the use of an online collaboration and virtual classroom system, Adobe Connect Pro, in an undergraduate distance learning programme of an international university. Virtual classroom's 74 students of the online Web Programming course including the content of .NET programming with Visual Studio 2012 participated in the study. Course's perceived teaching and learning quality, interaction, instructor's support, live tutorials, technical issues and challenges are reported as the key dimensions of the synchronous e-learning environments.

Text-based synchronous e-learning and dyslexia: Not necessarily the perfect match!

The introduction, in the United Kingdom, of the Special Education Needs and Disabilities Act (SENDA) published and approved in 2001, has removed the exemptions given to educational institutions by the Disabilities Discrimination Act (DDA) of 1995. This applies to learning web sites and materials that must now undergo “reasonable adjustments”, in order not to disadvantage students with learning disabilities as well as non-disabled students. This paper discusses how e-learning and the inherent use of online learning activities raises problems for students with dyslexia far beyond accessibility and web design. This paper aims at proposing that the so widely proclaimed advantages of e-learning to bridge distances, different learning paces and cognitive styles, is at the same time producing close to insurmountable barriers to students with cognitive disabilities in general, and dyslexia specifically. It presents the results of a research project aiming at uncovering evidence that students with dyslexia are in fact less likely to thrive in a synchronous e-learning environment. The paper reports on a set of experiments undertaken with students when engaged in online authentic synchronous learning activities. The paper focuses on text-based synchronous activities, since it is the widest and most commonly used synchronous technology, and provides clear evidence that it can marginalise, demotivate and disappoint students with dyslexia with difficulties in reading, spelling, word order and argumentation.

Feasibility of combining e‐health for patients with e‐learning for students using synchronous technologies

This paper is a report of a project to introduce and evaluate methods for using information and communication technologies to involve academic staff, students, and patients in a common synchronous e-learning environment. Although there is no strong evidence for this, there may be benefits in 'efficiency' and for patients and students from shared e-learning. Asynchronous e-learning methods in nursing education are well-established, but synchronous methods have received less attention. However, if feasible, because they are more akin to face-to-face contact, they may be more suitable for patients and may provide a quicker development path for e-learning. We evaluated three synchronous technologies: (1) non-commercial satellite interactive television (TV); (2) Internet videoconferencing; and (3) webcasting, through feasibility studies of 'TV-style' panel discussions on health topics and seminars with interaction with viewers by e-mail, inter-site research meetings with face-to-face interaction, user surveys and literature reviews. Interactive satellite TV required the booking of rooms with specialized receiving equipment. This limited accessibility contributed to the high cost per participant. Videoconferencing proved acceptable for cross-site research meetings and is proposed for joint meetings for doctoral students with overseas centres but has the same access issues as interactive satellite TV. Webcasting is accessible to most users with Internet access and provides a feasible means of delivery of synchronous interactive material. Reported live webcasts have had audiences of thousands. Presentation formats: panel discussions with mixed patient-professional membership and mixed patient-professional audiences were acceptable to participants but engaging academic staff and students was problematic. This may be overcome with webcasting but there may still be barriers such as timetabling and students' concerns about learning in the same 'live' environment as patients. Limitations in accessibility have been demonstrated for both satellite broadcasts and videoconferencing. Webcasting proved the most acceptable way of supporting a common synchronous environment. Having identified a feasible synchronous method we can now investigate hypothesized benefits for staff, students, and patients of combined e-health e-learning.