Synchronous Learning Activities Research Articles

Framework for an interprofessional experience addressing health and disability for health professional students

Background and purposeA Health and Disabilities Interprofessional Education (IPE) course was implemented to join three healthcare disciplines together to collaboratively plan, implement, and reflect on professional roles and responsibilities. The goal and purpose of this course was to create an advancement of interprofessional education and practice within health science professions early in their students' programs utilizing innovative teaching methods working directly with individuals with disabilities. Educational activity and setting72 students were assigned to interprofessional teams of 10–11 people. Through asynchronous and synchronous learning activities, student teams worked together to plan and conduct community-based client interviews. FindingsQuantitative and qualitative evaluation methods were used to explore the impact of interprofessional experiential learning experiences. Qualitative data showed a greater awareness and understanding of the different roles and responsibilities in interprofessional teams as well as a greater appreciation for the value of interacting with persons with disabilities (PWD) during their training. Quantitative data showed a significant change in students' understanding of their roles and responsibilities as a member of an interprofessional team, their confidence with working with PWD in a future healthcare capacity, as well as their understanding of how the social determinants of health may influence the healthcare experience of a PWD. SummaryInterprofessional education and experiential learning opportunities are good ways to facilitate “real” patient care experiences and team roles and responsibilities. This enables healthcare students to practice communication, build relationships, and understand the lived experience of their patients.

Flipping Childbirth Education

Since many childbirth education (CBE) courses have moved online, there is a need for a pedagogical design model for online learning. In this study, an online CBE course was flipped, user studies were conducted, and a pedagogical design model was developed. Flipped learning was chosen as it combines asynchronous and synchronous learning activities. The developed model was further strengthened by conducting a pilot study with public health nurses. User data were collected with questionnaires and analyzed using inductive thematic analysis. The results show that in informal learning settings, emphasis should be on which elements are asynchronous or synchronous and mandatory or voluntary. Additionally, time management and interaction between participants and their peers and the instructor should be considered for future training.

Character Education Integration in Distance Learning System Based on Multiple Intelligence Theory: Case Study at SMKN 2 Malang

This study aims to determine how the strategies carried out by Public Vocational High Schools in Malang City, Indonesia, implement character education in the distance learning system. This research occurred at the 2nd PublicVocational High School (SMKN 2 Malang), Computer and Network Engineering Department. The design of this research is an interactive qualitative analysis model, i.e., reduction, data presentation, and deduction. Data collection techniques are in-depth interviews, observation, and documentation for six months. Data documentation consists of diagnostic tests, Learning Management System (LMS) screenshots, and discipline time records during distance learning. This study shows that from knowledge aspect, teachers can understand students' character well so that the application of multiple intelligence strategies by utilizing diagnostic tests and LMS can be realized. However, the implementation of character education often experiences problems or lacks student technical support, so its implementation is carried out consistently by incorporating character values in every learning activity. This study recommends that observation activities be carried out when learning activities need to be optimized with synchronous learning activities.

SHS Students’ Engagement in Online Synchronous Collaborative Learning Activities: Correlations with Self-efficacy, Peer Social Support, Well-being and Academic Performance

The pandemic of COVID-19 prompted several paradigm shifts throughout society, including in education. This study aimed to examine the relationships of students' engagement in online synchronous collaborative learning activities (OSCLA) with their self-efficacy (LSE), peer social support (LPSS), state of well-being (SWB), and level of academic performance (LAP). A total of 176 Filipino Grade 12 SHS students, 18 years old and older, from a private educational institution were purposively selected for this study. Data were generated using an online survey. Results show that collaborative learning activities are frequently conducted (median = 4) in their synchronous online classes. It also revealed that their LSE is high (median = 4), their LPSS is high (median = 4), their LE is moderate (median = 3), their SWB is high (median = 4), and their LAP is high (median = 94.85). The results showed a statistically significant correlation of their LSE (r = 0.69, p 0.001) and LPSS with their OSCLA LE (r = 0.438, p 0.001). A statistically significant positive moderate correlation between LE and SWB (r = 0.536, p 0.001) was also found, however, no correlation was found between their OSCLA LE and LAP (r = 0.065, p = 0.393). Thus, the use of a well-designed OSCLA is strongly recommended as it positively impacts students' SWB but should be regularly reviewed for its effectiveness in sustaining improvement in the LAP of the students.

Off-campus but hands-on: Mail out practicals with synchronous online activities during COVID-19

This paper discusses alternatives to on-campus teaching laboratories, to allow for hands-on learning for remote students. Wholly online practical equivalents have become increasingly popular post-COVID (online simulations or processing experimental data only) which can offer lower overheads and easy scale-up, but often miss hands-on learning outcomes. This paper reviews opportunities for mail-out practicals, where the equipment is delivered to students’ homes, combined with live synchronous learning activities via video streaming or online software. The combination of mail-out experimental kits plus synchronous interactive learning activities creates a host of new opportunities for teaching to remote students. Complimentary online teaching activities could include direct interaction with teaching staff or other students, but it can also be real-time simulations of their experiment. The paper presents a specific case study for a 2nd year undergraduate chemical engineering heat exchanger practical, that facilitated hands-on practical learning with synchronous online activities during COVID-19 campus closure. The paper uses a mixed methods approach in a 2 year study to assess student learning outcomes.

ON DEMAND: Jammin' Right Along: Using Google Jamboard to Engage Students Online

For instructors who traditionally teach in-person, the pandemic has presented new challenges, particularly how to engage students online. The presenters, who are teaching librarians and adjunct faculty members, primarily taught in-person before the pandemic and had to quickly adapt their in-person toolkit to the distance learning environment. Over the past two semesters, they have experimented with different tools and platforms for engagement, including digital whiteboards, which allow students to share ideas, demonstrate understanding, and collaborate with peers. During this session, they will focus on Google Jamboard, a collaborative digital whiteboard which presents an exciting alternative to Zoom or Blackboard Collaborates’ whiteboards. The presenters will detail how they have used Jamboards to facilitate synchronous learning activities such as concept maps, brainstorming sessions, reflections, and more. All participants will receive the Jamboard templates for the activities showcased in the video, which can be easily adapted for any class or presentation.Key Takeaways:1) Participants will be able to describe Google Jamboard features and tools for student engagement.2) Participants will be able to identify at least one Jamboard activity or feature to use in their own context.

An Approach to an Online EdD in Community College Leadership Program

The purpose of this article is to provide an example of how an EdD in Community College Leadership program is offered in an online format. First, the benefits of online programs, including increased access and flexibility for working professionals and higher levels of diversity among the student body are discussed. Then, several strategies to promote connection among students and to facilitate a supportive, engaging learning environment virtually are shared. For example, the value of using a cohort model, a carefully designed curriculum with assignments that have practical value, and a balance of synchronous and asynchronous learning activities is described. Finally, the important role of and strategies for incorporating models and mentors into an online doctoral program are discussed.

Using Integrated Course Design for Flipped Classroom to Promote Active Learning of Lean Six Sigma for Supply Chains

This paper showcases an educational experience for a course titled - “Lean Six Sigma for Supply Chains” taught at university level, where an integrated course design to engage students in a flipped classroom method is used. The course design incorporates a synergy between Fink’s integrated course design model, experiential learning activities and formative assessments. The primary aim is to engage students in active learning of the course content. Therefore, all learning activities are designed according to the course learning goals, curricular and assessment requirements, prior knowledge of the students, and learning modes that are available to the students. These aspects allow educators to determine what is to be discussed in the classroom and how to facilitate active learning in-class and out-of-class. The course also leverages on the online learning space to develop both asynchronous and synchronous learning activities in order to engage student in their learning. To achieve the course learning goals, students are stimulated to participate in these learning activities and self-directed learning, in order to gain discipline specific knowledge and skills. This paper provides practical advice for course designers and programme leaders on how they can adopt an integrated course design approach in designing instructional activities for a flipped classroom setting to enhance student engagement and learning.

Process evaluation of E-learning in continuing medical education: evidence from the China-Gates Foundation Tuberculosis Control Program

BackgroundE-learning is a growing phenomenon which provides a unique opportunity to address the challenges in continuing medical education (CME). The China-Gates Foundation Tuberculosis (TB) Control Program implemented online training for TB health workers in three provinces of China. We aim to evaluate the implementation of E-learning CME programs, analyse the barriers and facilitators during the implementation process, and to provide policy recommendations.MethodsRoutine monitoring data were collected through the project office from December 2017 to June 2019. In-depth interviews, focus group discussion with project management personnel, teachers, and trainees (n = 78), and staff survey (baseline n = 555, final n = 757) were conducted in selected pilot areas at the provincial, municipal, and county/district levels in the three project provinces (Zhejiang, Jilin, and Ningxia). Descriptive analysis of quantitative data summarized the participation, registration, and certification rates for training activities. Thematic approach was used for qualitative data analysis.ResultsBy the end of June 2019, the national and provincial remote training platforms had organized 98 synchronous learning activities, with an average of 173.2 people [standard deviation (SD) = 49.8] per online training session, 163.3 people (SD = 41.2) per online case discussion. In the pilot area, 64.5% of TB health workforce registered the asynchronous learning platform, and 50.1% obtained their professional certifications. Participants agreed that E-learning CME was more economical, has better content as well as more flexible work schedules. However, the project still faced challenges in terms of unmet learning needs, disorganized governance, insufficient hardware and software, unsupported environment, and lack of incentive mechanisms.ConclusionsOur results suggested that it’s feasible to conduct large scale E-learning CME activities in the three project provinces of China. Training content and format are key facilitators of the program implementation, while the matching of training supply and demand, organizational coordination, internet technology, motivations, and sustainability are key barriers.

WEBINAR'S EFFICIENCY AND ELECTRONIC PERFORMANCE OF STUDENTS WITH HIGH AND LOW MOTIVATION IN LEARNING MANAGEMENT SYSTEM(BLACKBOARD)

Online activities is the strongest factor which contributes to online learning. synchronous learning activities are mediated including online webinars (web-based seminars). Asynchronous learning activities are delayed, and usually written; these include accessing recorded lectures and flipped classroom videos online. Unique here is that the recordings are published afterwards in the online learning management system (LMS). The aim of this study is to identify Webinar's Efficiency and Electronic performance of students with high and low motivation in learning management system (Blackboard). Two conditions are addressed in this study: a) face-to-face (F2F) online webinars (web-based seminars or video conferencing), b) the elements of part a) , but complemented by teacher-recorded flipped classroom videos (pre-lectures) before the F2F online webinars by using mobile technologies such as laptops, tablets, and smart phones. Such technologies are accessible from different locations at anytime, anywhere. Data collection consists of observations of 22 recorded F2F online webinars among 155 vocational student teachers divided into groups of 75 and 80 participants, and 12 interviews (six from each group, all women) at Taif University, College of Education. Findings raise some challenges and implications presented by using online webinar (WEB-based seminar) and flipped classroom in LMS Blackboard. Moreover, Students who indicated that both in and out of online webinar F2F, or with and without teacher-recorded flipped classroom videos were an effective tools and were highly motivated towards utilization of LMS system. The peers activities are giving the students (N=155) more meaning and learner-centered experiences. However, their electronic performance and learning motivation have improved in favor of the pro test. Also, the preparations in the flipped classroom lectures, before the follow-up webinar, gave the students more time to managing the content from the literature. And the university should apply some workshops for both teachers and students to train on webinar techniques in the University courses as a recommended requirement for e-learning.

Optimizing the use of smartphones for M-learning as a supplement for magnetic learning with a scientific approach

The purpose of this study was to optimize smartphone utilization for m-learning as a supplement to magnetic learning with a scientific approach that could be used in learning without limitation of space and time. The research method was based on the ADDIE research and development (R & D) design. The research procedure used was limited product design that had been validated. Data sources at the analysis stage of smartphone utilization needs and student needs for physics learning media are 60 high school students from several provinces. The Validation of the M-learning design was carried out by lecturer who were experts in physics education and physics teacher. Data on needs analysis and m-learning design validation were collected using a questionnaire and analyzed using descriptive quantitative. The results of the questionnaire were obtained 100% of the students who were respondents had an Android smartphone and only 68.3% of students had used an Android smartphone for learning. The results of expert validation and practitioners showed that the m-learning design suitable for magnetic learning supplements was interactive, could be used for independent learning, had learning objectives content, interactive modules, broadcast material, video and animation magnetic phenomena, experimental simulations, material summaries, hyperlinks to other learning sources, as well as interactive quizzes. Learning activities including study of teaching materials, experimental simulations, assignments, quizzes, discussion forums. Synchronous learning activities were carried out for discussion forums, asynchronous for others.

An analysis of need and design of m-learning using scientific approach on electricity material in senior high school to stimulate higher order thinking skills

The purpose of this research is to create m-learning design can be used as learning supplement using scientific approach for stimulating students higher order thinking skill. This research used R and D method of ADDIE (Analyze, Design, Develop, Implementation, Evaluation), in this article limited to the design stage. The sample of need analysis consists of 67 Senior High School student and 14 Physics teacher in Lampung. The data of m-learning need is collected using a questionnaire and analyzed using quantitative descriptive analysis. Test design is carried out by the expert of physics (teacher and lecturer of physics). The result of this experiment are (1) scientific approach is not totally applied in physics learning in class yet. (2) lack of supportable learning media straightaway with K-13. (3) Teacher and student need supportable media matched with K-13 that is m-learning. M-learning design which uses a scientific approach for Electricity lesson has some characteristics such as interactive, having educative content, interactive module, presentation material, having electricity animation and videos, experiment simulation, summary, hyperlink to another sources, task, quiz, and discussion forum. The learning steps consist of observing, asking, trying, associating, and communicating. Synchronous learning activities are carried out for discussion forums, asynchronous for the other of it.

The polarizing effect of the online flipped classroom

Against the background of the burgeoning use of online learning in higher education, and more recently the online flipped classroom, this study sets out to evaluate the efficacy of the online flipped classroom. To this end, a campus-based course in applied physics for master and doctoral students was transformed into an online flipped course. We analyse how this transformation and student participation in specific asynchronous and synchronous learning activities affect performance for the online flipped format. Results reveal that, while there was no statistically significant difference in average performance between the campus-based and online flipped format, the online flipped format led to a significantly larger spread - a polarization - in performance. Further, drawing on transactional distance theory, we attribute this polarization to a higher oscillation in transactional distance for the online flipped format. This link between transactional distance and performance constitutes the main theoretical contribution of this paper. Our findings speak to the importance of analysing shifts in transactional distance across learning activities to better understand their potential to bolster student learning. Future research would do well to focus on how students experience such shifts in transactional distance, and online instructors need to consider how to scaffold students during these shifts.

The impact of student engagement on learning outcomes in a cyber-flipped course

A cyber-flipped course was conducted with the flipped classroom pedagogy by using a wholly online approach for all learning activities in asynchronous and synchronous class sessions. Literature suggests that traditional flipped courses can effectively enhance students’ learning outcomes in comparison to non-flipped courses. However, conducting all asynchronous and synchronous learning activities using a wholly online approach has not been reported. This paper aimed to investigate how student engagement in four different types of learning activities affects their learning outcomes in a cyber-flipped course. Results show that the learning activities with the flipped classroom pedagogy can be successfully implemented and conducted in a wholly online course along with time and space flexibility for learners. This study also found that students who watched more pre-recorded video lectures tended to participate in the synchronous learning activities more actively and obtained a higher semester grade; higher completion of asynchronous learning activities had benefited students’ understanding of the learning concepts. Furthermore, students who had a high level of readiness by attending synchronous class sessions on time and keeping their webcams activated had more frequent and proactive interactions with their peers and instructor.

Error correction and repair moves in synchronous learning activities

Language teaching is a field in constant evolution, and the use of technology has boosted its development. However, there is a need to investigate the effects of technology on the development of pedagogical practices and their effects on learning outcomes. This study explores the deployment of correction strategies and repair moves in synchronous learning activities in an online English course. The study uses a mixed-methods approach that combines qualitative and quantitative research methods. The main findings of this investigation show that synchronous learning activities prompt the production of explicit corrections. The results also show that the deployment of explicit corrections generate the production of repair moves that lead to learning.

Development of Language Accuracy Using Synchronous and Asynchronous Learning Activities

Language teaching is a field in constant evolution and the use of technology has boosted its development. This article explores the design and the implementation of synchronous and asynchronous learning activities to develop oral skills in an online English course. The article uses a mix-methods approach that combines qualitative and quantitative research methods. The participants in the study were 6 graduate students. The main findings of this investigation show that the synchronous learning activities prompt errors that translate into opportunities for learning. These results show that the use of asynchronous learning activities produce errors despite the fact that the participants have time to prepare and anticipate language inaccuracies. The results suggest that the use of asynchronous learning activities promotes the development of language awareness as participants can identify general categories of errors.

Project-Based Learning Using Virtual Group in Implementation of Geography Learning Strategy at Curriculum 2013

Project based learning is one method that guides pedagogical technology to interactive learning that includes to the preparation and presentation of projects. The contribution of project based learning has been widely acknowledged for the development of competence of learners. In Indonesia, the appropriate learning model in Curriculum 2013 is based on constructivist learning theory. In learning geography tends to be still centered on the teacher (teacher centered) so that learning does not run optimally. Project based learning using a virtual group is expected to provide solutions in generating meaningful and synchronous learning activities toward the curriculum 2013. This study aims to test the model of project based learning by using a virtual group on the results of learning geography of high school students. The subjects of this study were students of Class X Senior High School 1 Lumajang even semester of academic year 2016/2017 consisting 2 classes. The X-IIS 1 class is set as the experiment class and the X-IIS 2 class as the control class. This is because students in both classes have the same or equivalent abilities based on middle test scores. This research is a quasi experiment research with Non Equivalent Control Group Design design. Instrument assessment of learning outcomes using essay tests. Assessment results form data that are then analyzed using test-test with the help of SPSS 16.0 for Windows program. The results of this study indicate that there is a significant effect of project-based learning model using the virtual group to the students' geography learning outcomes. Based on pretest and posttest differences shows that the mean value of experimental class gainscore (45,63) is higher than control class (30,02). The result of data analysis using independent sample t test showed that project based learning model obtained probability value (p-level) smaller than 0.05 with sig 0,00. The conclusion in this study that the learning model of project-based learning using the virtual group on the results of learning geography of high school students.

Blended learning pedagogy for teaching and learning Anatomy

Teaching and learning of human anatomy involves cadavers, bones, histology slides, plastinated body parts, anatomy models, visualizing pictures, drawing and memorizing many new Latin terminologies. It is very challenging for faculty members to teach and difficult to learn for any year one student doing medical or health science courses. This paper provides an insight into the use of a blended learning pedagogy using Computer Based Teaching [CBT] along with other tools to create e-Leaming materials for teaching and learning of human Anatomy with better learning outcomes. We focus on four CBTs developed in-house for blended learning by the biological sciences department, namely HistoBox, BoneBox, Heart & Coronary Artery Disease [CAD] and Neuro atlas for Anatomy and Physiology. The survey result on students learning using CBTs showed significant improvements in their learning behavior and assessment grades. The students preferred blended e-Leaming using HistoBox compared with traditional lecture and practical using microscopy, p<0.001. Our student survey revealed that 93% of the students agreed that the BoneBox CBT helped them to understand and learn the subj ects better than the traditional methods. About 88% of the students also agreed that the BoneBox used in blended learning helped them to improve in their practical test grades. 98% of the students rated the BoneBox CBT pedagogy as good and excellent approach for learning with interactive features. The case-scenarios and assessment quizzes used in the CBT improved the higher order critical thinking skills. One interesting finding of the survey showed that students preferred interactive quizzes and assessment tools than game based learning activity. The tools used in our blended learning are YouTube videos, e-books, mobile apps, kahoot, socrative, padiet and articulate storyline2. We use these tools for both synchronous and asynchronous learning activities. Most of the online learning materials are administered online using the “Blackboard” learning management system [LMS]. The department of biological science over time gradually moved away from the traditional 100% face-to-face classroom teaching to at least 30% of online blended learning methods using the CBTs and other e-Leaming materials. We compared the student module evaluation feedback and the students’ performance grade over the past 12 years and found that the use of blended e-Leaming has improved our student module delivery rating and student performance grades. Our module delivery ratings improved from 92.6% in 2004 to 96.4% in 2010 and finally to 99.85% in 2016 There is also a corresponding drop in student failure rates from 14.1% in 2004 to 8.5% in 2010 and finally to about 1.3% in 2016. We propose the use of blended learning pedagogy for teaching and learning Anatomy over traditional 100% face-to-face teaching to improve module delivery and students’ learning outcomes.

Near Peers: Harnessing the power of the populous to enhance the learning environment

NearPod is a multiplatform e-learning tool that allows students to engage with each other and the lecturer in real time, independent of learning space size or type. This research investigated the impact of NearPod use in two different third level educational settings. The rationale was the practical implementation of key trends in higher education, and enhancing the student learning experience, through the integration of BYOD (Bring Your Own Device) and flipped classroom learning. One aim of this project was to identify if NearPod, could address these trends in a simple, cost effective way. Secondly, the research sought to investigate if embedding engaging technology into the learning environment could enhance the student learning experience and create a truly interactive environment.The impact of NearPod as an interactive learning tool was evaluated in terms of student interaction, engagement and participation through NearPod facilitated synchronous learning activities. Evaluative data were collected in several forms; anonymous questionnaires, academic facilitated discussion fora with purposefully sampled students and a staff reflective diary. The data were qualitatively and quantitatively analysed, leading to a triangulated data set ensuring only valid themes emerged. Overall, the students perceived use of the technology, and the academic’s personal reflective writings, suggested that the learning environment evolved towards a student-orientated, interactive space where the students took ownership for their participation in the learning activity. Students became responsible for constructing their learning ‘product’; created by the students, for the students and, hence, their learning overall.

Exploring the Role of Distributed Learning in Distance Education at Allama Iqbal Open University: Academic Challenges at Postgraduate Level

Distributed learning is derived from the concept of distributed resources. Different institutions around the globe connected through network and the learners are diverse, located in the different cultures and communities. Distributed learning provides global standards of quality to all learners through synchronous and asynchronous communications and provides the opportunity of flexible and independent learning with equity, low cost educational services and has become the first choice of the dispersed learners around the globe. The present study was undertaken to investigate the challenges faced by the Faculty Members of Department of Business Administration and Computer Science at Allama Iqbal Open University Islamabad Pakistan. 25 Faculty Members were taken as sample of the study from both Departments (100% Sampling). The study was qualitative in nature and interview was the data collection tool. Data was analyzed by thematic analysis technique. The major challenges faced by the Faculty Members were as: bandwidth, synchronous learning activities, irregularity of the learners, feedback on individual work, designing and managing the learning activities, quality issues and training to use the network for teaching learning activities