Synchronous Learning Research Articles

Strategic questioning for formative assessment in TEFL: insights from blended synchronous learning environments

Strategic questioning for formative assessment in TEFL: insights from blended synchronous learning environments

Decline of student engagement in online studies

This research in progress examines student engagement in online synchronous learning sessions, focusing on trends from extended lockdowns during the COVID-19 pandemic to the present day within a higher education pathways subject. While our longitudinal data provides insights into declining student engagement trends, the reliance on chat messages within online synchronous sessions as the primary measure of engagement may only partially capture the multifaceted nature of student engagement. By re-examining the student engagement model by Kahu, we identified a possible direct link with student structural factors as influences on student engagement. As a result, we propose a model representation that further emphasises the interrelated influences of multiple dimensions of student engagement. The next phase of this study is to develop a broader range of engagement metrics, including direct feedback from students, which is expected to provide a better understanding of student engagement trends.

Is social interaction a catalyst for digital environments? Exploring affordances of synchronous delivery in online CLIL

ABSTRACT Content and Language Integrated Learning (CLIL) has emerged as a pedagogical approach integrating foreign language learning with subject content. Nevertheless, its foray into the online environment, where courses are commonly delivered in two modes: asynchronous and synchronous, remains unexplored. By integrating synchronous delivery into an asynchronous-only online CLIL course, this study aims to probe how synchronous delivery affects students’ learning performances (learning behaviors and outcomes), and investigate learners’ perspectives on synchronous delivery as affordances for enhancing these performances. The study involved 969 learners and two teachers, with data collected from six sources for triangulation: tracking data from social media chat logs, website learning records, course scores, teachers’ reflective narratives, observation of synchronous learning, and student interviews. The findings unveil the effectiveness of synchronous delivery in promoting learning performances, evident in students’ proactive time management and interactive behaviors, as well as elevated learning outcomes. Three affordances – pedagogical, technological, and social – are offered by synchronous delivery for promoting learning performances. Particularly noteworthy are the social affordances, which significantly enhance learning behaviors and outcomes by fostering efficient interactions, cordial interpersonal relationships, and a learning community.

Validating an Online Learning Dexterity Survey of University Students’ Online Learning Competence

AbstractCompetent online learners have dexterity as they can manoeuvre a wide range of learning technologies and online learning strategies to learn successfully. In this study, we approach university students’ online learning competence as ‘online learning dexterity’ or an ability to manage different aspects of online learning with appropriate technological and pedagogical strategies. Aligning with emerging visions of more individualised, flexible, multi-modal, and community-driven experiences through online learning in universities, we operationalised an Online Learning Dexterity Survey instrument that assesses online learning competence through six dimensions: (1) asynchronous learning dexterity (2) synchronous learning dexterity (3) self-directed learning dexterity (4) online collaboration dexterity (5) learning technologies dexterity, and (6) learning access dexterity. Construct validity was established through confirmatory factor analysis of responses from 273 university students and discriminant validity was established through cluster analysis. The three-cluster solution show that learning technologies dexterity and learning access dexterity can be used to identify student profiles with lower confidence in their technical competencies but the other dimensions reveal students’ pedagogical challenges with managing learning, online collaboration, and different online learning modalities. The contributions of online learning dexterity factors to improving the assessment and development of university students’ online learning competency are discussed.

Bridging Synchronous and Asynchronous Learning through English Presentation Course

This study investigated students' perceptions of synchronous and asynchronous learning in the context of English presentation skills. A qualitative descriptive design was employed, and data were collected from ten students enrolled in an English presentation course using convenience sampling. A semi-structured interview guide was developed to gather information from the participants' perspectives, ensuring they understood the study and their role in it. Thematic analysis was utilized to analyze the collected data, ensuring reliability and logical sorting of themes. To enhance internal validity, the interview guide was reviewed by experienced researchers, and both interviewers practiced the procedure to ensure consistency. Additionally, the resulting themes from the analysis were discussed with a different group of researchers to minimize potential biases. The study revealed that regular practice in forming simple past tense sentences and memorizing common irregular verbs are recommended and crucial for improving language skills. Contextual considerations are essential for choosing the correct tense. Synchronous learning encourages quick thinking, while asynchronous activities allow students to learn at their own pace and reinforce vocabulary. Consistent practice is crucial, and supplementing synchronous learning with asynchronous activities can enhance language skills. Asynchronous learning offers a valuable platform for pronunciation practice and enables students to progress at their own pace. These findings have practical implications for language educators, providing guidance on how to structure their teaching methods to best support their students' language learning.

Voice‐over anatomy lectures created by AI‐voice cloning technology: A descriptive article

AbstractThe COVID‐19 pandemic revealed the pivotal role of digital learning and online lecture videos, leading a shift toward blended and flipped classrooms in the post‐pandemic era. This shift calls for development and (or) refreshment of novel online educational resources, such as Voice‐Over PowerPoint (VOPPT) presentations, specifically designed for asynchronous or synchronous learning methods. However, resource limitations often impede the timely delivery of high‐quality instructional materials. In this descriptive article, the use of AI‐voice cloning technology to automate the creation of VOPPT presentation has been explored. Descripts' Overdub tool, an AI‐voice cloning program, was trained on the 15‐min voice sample of an anatomy professor, and the synthesized voice was used to narrate presentations on inguinal canal and extrahepatic biliary anatomy. The educational use of this novel approach was evaluated based on the second‐year undergraduate medical students' qualitative feedback. Voice similarity analysis using Resemblyzer, an open‐source Python tool, showed a high similarity score of 0.92 between the cloned and original voices. Despite this, students raised concerns about the robotic voice, quick pace, punctuation problems, pronunciation difficulties, and expressed reservations about AI‐generated lecture narration. While the cloned voice closely matched the original, the AI‐generated narration fell short of capturing the nuanced details needed for an effective anatomy instruction. This uncovers AI's current limitations in the educational contexts but establishes a foundation for future progress in AI‐voice cloning technologies aimed at enhancing online educational resources for anatomy and medical education.

EPortfolio-based Professional Development: Insights from a Southeast Asian Online Educators’ Community of Practice

This study examines the implementation and impacts of an ePortfolio-based professional learning initiative within a Southeast Asian online community of practice (CoP), part of the SEAMEO-AUS EduLink Project. Targeting the development of educators' competencies in ePortfolio pedagogy, the project engaged 541 educators from various Southeast Asian countries in two online self-paced courses and a series of four expert-led webinars, culminating in a final project webinar. The research utilised course analytics and post-webinar surveys to analyse participant engagement, satisfaction, and perceived learning outcomes. The findings indicate substantial engagement with the courses and positive reception of the webinar series. About 75% of participants completed the asynchronous courses, while 64% found the webinar content immediately applicable to their practice. The webinars, focusing on diverse aspects of ePortfolio use, successfully complement the online courses, with 91% of participants expressing intent to attend future events. This study underscores the effectiveness of combining asynchronous and synchronous learning modalities in professional development, particularly in the context of ePortfolios. It highlights the role of ePortfolios in promoting reflective practice, collaborative learning, and authentic assessment. Additionally, the project's success in fostering a supportive CoP model illustrates the potential of online communities in professional development, especially in regions with emerging ePortfolio practices. The paper concludes by emphasising the value of ePortfolio-based initiatives in enhancing educators' skills and fostering cross-cultural educational collaborations. It offers recommendations for educators and policymakers on implementing similar initiatives, underlining the need for sustainable and contextually sensitive approaches in professional development.

Desktop‐based virtual reality social platforms versus video conferencing platforms for online synchronous learning in higher education: An experimental study to evaluate students' learning gains and user experience

AbstractBackgroundOnline synchronous learning in higher education frequently struggles to overcome the social presence gap, resulting in dissatisfaction and poor learning outcomes.ObjectivesThis study examined the effectiveness of desktop‐based virtual reality (VR) social platforms compared to video conferencing (VC) platforms in enhancing students' learning gains and experiences in online synchronous learning.MethodsThe study used a within‐subject design, involving 34 college students in two online lecture modules, one via a VR social platform and another through a VC platform. Knowledge assessments occurred pre‐ and post‐modules and after 1 week. Students also completed post‐module questionnaires to evaluate their learning experience, in terms of social presence, easiness of use and perceived emotions. In‐depth interviews provided further insights into their experiences with both platforms.ResultsThe study showed that using VR social platforms for online synchronous learning enhanced immediate knowledge, especially in students less interested in the content, yet it did not notably impact long‐term knowledge retention. Despite no significant findings in social presence from questionnaires, interviews indicated that the VR's heightened interactivity might be offset by the effect of not seeing others' real appearances in promoting social presence. Furthermore, the VC platform was found to be easier to use, attributed to its familiarity and user‐friendliness. Finally, students experienced increased fun, awe and interest, along with reduced boredom, when using the VR social platform.ConclusionThe findings highlight the potential of VR to enrich online learning while underscoring the need for effective strategies facilitating a smooth integration into educational settings.

COMPARING THE IMPACT OF SYNCHRONOUS AND ASYNCHRONOUS ONLINE LEARNING ON STUDENT RETENTION AND SATISFACTION

This study investigates the effect of synchronous and asynchronous online learning methods on learners’ retention and satisfaction. The research aims to answer two primary questions: (1) Does real-time interaction in synchronous learning foster better short-term and long-term retention compared to asynchronous learning? (2) Are students more satisfied with the flexibility of asynchronous learning or the engagement of synchronous learning? A sample of 30 intermediate-level English learners was randomly divided into two groups: one receiving a synchronous lesson via Google Meet or Preply virtual classroom, and the other accessing an asynchronous lesson via pre-recorded video and PDF materials. The results of independent t-tests and paired t-tests revealed no statistically significant difference in retention between the groups, although both showed a slight decline in performance over time. Descriptive statistics and chi-square tests indicated that the synchronous group reported higher engagement and a positive impact of interaction on understanding, while the asynchronous group appreciated flexibility. However, there was no significant difference in overall satisfaction between the two groups. These findings suggest that while synchronous learning may offer greater engagement, both learning methods are similarly effective in terms of retention and satisfaction.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0715/a.php" alt="Hit counter" /></p>

Assessment of Student Satisfaction with E-learning in Jordan Using TAM and UTAUT as a Mediator for Synchronous and Asynchronous Learning

This study aims to evaluate student satisfaction with e-learning in Jordan by combining the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT). This research also delved into the study of the mediating role played by both synchronous and asynchronous learning and their impact on students’ satisfaction with e-learning. Data was collected through a questionnaire distributed to 590 students studying at four private Jordanian universities in northern Jordan. To analyse the study model, Smart PLS was used because it offers a robust methodology for such complex constructs. The results show that both synchronous and asynchronous learning significantly and positively affect students’ satisfaction with e-learning. The results also revealed that the relationship between synchronous learning and perceived usefulness was statistically significant. Regarding asynchronous learning, the relationship with perceived ease of use was positive and statistically significant. Turning to the TAM and UTAUT variables as independent variables, the results revealed a direct and statistically significant relationship between these variables and students’ satisfaction with e-learning. This study provides valuable insights into the factors that influence student satisfaction with e-learning in Jordan and presents a new approach by integrating synchronous and asynchronous learning as a mediator within the TAM and UTAUT frameworks. The findings highlight the nuances of technology acceptance and use in the context of e-learning, which can benefit educational institutions and policymakers in enhancing the e-learning experience for students in Jordan.

How Can it Really be Effective? Experiences of Asynchronous and Synchronous Learning in Online Counseling Graduate Programs

How Can it Really be Effective? Experiences of Asynchronous and Synchronous Learning in Online Counseling Graduate Programs

Students' Behavior in the Learning Process Using Zoom Meeting Media: Problems and Solutions

Recent digital technologies have increased the flexibility of learning. Online learning is now seen as a good alternative, not a force anymore. Among all online learning media that can aid, Zoom is an interactive online learning media mainly used by lecturers to carry out synchronous learning processes when offline lectures cannot be carried out. Using Zoom, lecturers and students can interact synchronously, like face-to-face learning in class. Many studies have been conducted to see the impacts of online learning on students’ learning behaviors using various media, yet studies on how students behave while learning using Zoom have not yet been explored in more detail. This research aims to reveal how students behave in the learning process by using Zoom in English classes through a survey study. Data were collected through a questionnaire delivered online to some 142 English Department students of Universitas Negeri Padang who experienced online learning. They voluntarily took part in this survey. Carrying quantitative analysis, the research showed that most students did not follow the Zoom-mediated learning process as well as they did face-to-face learning, which was carried out offline, for various reasons. Several positive and negative behaviors were found when implementing the learning process using Zoom. Therefore, for the learning process to run well, it is necessary to agree on the ethics of the learning process by using Zoom. The findings of this research can provide a reference for making conventional ethics of online learning using Zoom or other media.

Multi-scale synchronous contextual network for fine-grained urban flow inference

In modern urban planning and traffic management, accurately inferring fine-grained urban flows is crucial. This reduces the need for extensive deployment of sensing devices and yields significant financial savings. However, most existing methods overlook the complexity of flow dependencies in urban areas and the specificity of each external influencing factor when addressing this urban inference challenge. To enhance the accuracy of fine-grained urban flow inference, this paper proposes a novel multi-scale synchronous contextual framework named MS-SCL. This model introduces a multi-scale global modeling module designed to capture comprehensive information about urban traffic dynamics. It integrates linear bottleneck attention and two distinct large kernel convolutions, enabling the synchronous learning of three global representations across different scales. Moreover, MS-SCL employs a multi-view approach to generate individual feature maps for each external influencing factor, rather than merging them together. This strategy provides a more precise differentiation of the impact from each external factor on the traffic flow inference. Extensive experiments conducted on three urban datasets validate that the MS-SCL model outperforms current baseline methods. The source code for the algorithm is available at https://github.com/panlinnn/MS-SCL.

Integrating Google Classroom and Project-Based Learning for Enhanced Synchronous and Asynchronous Education

Some of them are present long before but other have been influenced by the modern challenges those are present have also radically changed the world why educational is organized and delivered, as numerous institutions have been forced from in-person classroom keeper instructing to a range of online modes. A critical tool for online learning has been Google Classroom, which combines synchronous learning (real-time) and asynchronous learning (self-paced). This work explores implementation, benefits, challenges, and effectiveness of Google Classroom fused with Project-Based Learning (PBL) for enhancing learning opportunities especially in English as Second Language (ESL) education. Results suggest that the hybrid mode allows for a balance between being less strict and enabling engagement, motivation, and achievement in those learning with other hybrid modes and those strictly synchronous or asynchronous modes.

Exploring HTML5 Package Interactive Content in Supporting Learning Through Self-Paced Massive Open Online Courses on Healthy Aging: Mixed Methods Study.

The rapidly aging population and the growth of geriatric medicine in the field of internal medicine are not supported by sufficient gerontological training in many health care disciplines. There is rising awareness about the education and training needed to adequately prepare health care professionals to address the needs of the older adult population. Massive open online courses (MOOCs) might be the best alternative method of learning delivery in this context. However, the diversity of MOOC participants poses a challenge for MOOC providers to innovate in developing learning content that suits the needs and characters of participants. The primary outcome of this study was to explore students' perceptions and acceptance of HTML5 package (H5P) interactive content in self-paced MOOCs and its association with students' characteristics and experience in using MOOCs. This study used a cross-sectional design, combining qualitative and quantitative approaches. Participants, predominantly general practitioners from various regions of Indonesia with diverse educational backgrounds and age groups, completed pretests, engaged with H5P interactive content, and participated in forum discussions and posttests. Data were retrieved from the online questionnaire attached to a selected MOOC course. Students' perceptions and acceptance of H5P interactive content were rated on a 6-point Likert scale from 1 (strongly disagree) to 6 (strongly agree). Data were analyzed using SPSS (IBM Corp) to examine demographics, computer literacy, acceptance, and perceptions of H5P interactive content. Quantitative analysis explored correlations, while qualitative analysis identified recurring themes from open-ended survey responses to determine students' perceptions. In total, 184 MOOC participants agreed to participate in the study. Students demonstrated positive perceptions and a high level of acceptance of integrating H5P interactive content within the self-paced MOOC. Analysis of mean (SD) value across all responses consistently revealed favorable scores (greater than 5), ranging from 5.18 (SD 0.861) to 5.45 (SD 0.659) and 5.28 (SD 0.728) to 5.52 (SD 0.627), respectively. This finding underscores widespread satisfaction and robust acceptance of H5P interactive content. Students found the H5P interactive content more satisfying and fun, easier to understand, more effective, and more helpful in improving learning outcomes than material in the form of common documents and learning videos. There is a significant correlation between computer literacy, students' acceptance, and students' perceptions. Students from various backgrounds showed a high level of acceptance and positive perceptions of leveraging H5P interactive content in the self-paced MOOC. The findings suggest potential new uses of H5P interactive content in MOOCs, such as interactive videos with pop-up questions, to substitute for synchronous learning. The study underscores the significance of tailored educational strategies in supporting the professional development of health care professionals.

Beyond words: investigating non-verbal indicators of collaborative engagement in a virtual synchronous CSCL environment.

In the future of higher education, student learning will become more virtual and group-oriented, and this new reality of academic learning comes with challenges. Positive social interactions in virtual synchronous student learning groups are not self-evident but need extra support. To successfully support positive social interactions, the underlying group processes, such as collaborative group engagement, need to be understood in detail, and the important question arises: How can collaborative group engagement be assessed in virtual group learning settings? A promising methodological approach is the observation of students' non-verbal behavior, for example, in videoconferences. In an exploratory field study, we observed the non-verbal behavior of psychology students in small virtual synchronous learning groups solving a complex problem via videoconferencing. The groups were videorecorded to analyze possible relations between their non-verbal behaviors and to rate the quality of collaborative group engagement (QCGE). A rating scheme consisting of four QCGE dimensions (Behavioral, Social, Cognitive, and Conceptual-to-consequential QCGE) was applied, and non-verbal behaviors during the task were coded based on related research literature. We quantitatively and qualitatively analyzed non-verbal behaviors as indicators of QCGE. The results show that groups use a wide range of non-verbal behaviors. Furthermore, certain non-verbal behaviors are significantly related to specific dimensions of QCGE. These results help to identify relevant indicators of QCGE in virtual synchronous learning settings and thus promote the development of advanced methods for assessing QCGE. Furthermore, the indicators can be discussed as possible anchors for supporting collaborative learning in virtual synchronous groups.

Online optimal tracking control of unknown nonlinear singularly perturbed systems using single network adaptive critic with improved learning

This study is the first time devoted to seek an online optimal tracking solution for unknown nonlinear singularly perturbed systems based on single network adaptive critic (SNAC) design. Firstly, a novel identifier with more efficient parametric multi-time scales differential neural network (PMTSDNN) is developed to obtain the unknown system dynamics. Then, based on the identification results, the online optimal tracking controller consists of an adaptive steady control term and an optimal feedback control term is developed by using SNAC to solve the Hamilton–Jacobi–Bellman (HJB) equation online. New learning law considering filtered parameter identification error is developed for the PMTSDNN identifier and the SNAC, which can realize online synchronous learning and fast convergence. The Lyapunov approach is synthesized to ensure the convergence characteristics of the overall closed loop system consisting of the PMTSDNN identifier, the SNAC and the optimal tracking control policy. Three examples are provided to illustrate the effectiveness of the investigated method.

If I Enjoy, I Continue: The Mediating Effects of Perceived Usefulness and Perceived Enjoyment in Continuance of Asynchronous Online English Learning

Although possessing flexibility and accessibility, asynchronous online courses suffer from high attrition and cause unsatisfactory learning performance, leading to a pressing need to understand factors influencing learners’ continuance of learning intention. Based on the expectation confirmation model, this study investigated perceived enjoyment as an extended variable to unpack the mediating effects of perceived usefulness and perceived enjoyment on the relationship between confirmation and continuance intention. Quantitative data from 254 learners enrolled in asynchronous online English courses were obtained for data analysis. Results indicate that confirmation significantly and positively affects learners’ continuance intention to take the asynchronous online English courses. Perceived usefulness and perceived enjoyment significantly mediate the relationship between confirmation and continuance intention. The total indirect effect of confirmation on continuance intention through perceived enjoyment and perceived usefulness and the combination of perceived enjoyment and perceived usefulness was 55.52%. Additionally, interviews with five learners revealed that despite limited real-time interaction, they highly value asynchronous online courses given that they promote self-regulated learning, offer choice freedom, foster a sense of achievement, and reduce anxiety and embarrassment risks that trigger their learning enjoyment. This study provided deep insights into factors influencing EFL learners’ decisions in asynchronous learning. Instructors are suggested to improve the quality of courses, provide timely feedback, and design tasks to improve learners’ perceptions of enjoyment and usefulness to further improve learners’ confirmation of online courses and their continuance intention to engage in online synchronous learning.

Teaching Sensitive Subjects Online: Lessons Learnt From the Pandemic and the Implications for Contemporary Nurse Education

BackgroundCovid 19 and the associated restrictions necessitated for an abrupt change to the way education was provided to nursing students . AimsThis study aims to explore the views/opinions of third year children's nursing students and nurse educators of an online learning approach regarding children's palliative care during a global pandemic. MethodsData were collected via an online questionnaire with nursing students and a reflective diary with nurse educators. FindingsCovid-19 and the associated restrictions had a significant impact on students and academics learning and teaching experiences. This small scale study gave insights into practices when teaching sensitive subjects to students on line. Whilst more blended teaching is likely to be used in the future, we highlight the range of support that can be offered to students which has implications for contemporary nursing practice. ConclusionWhilst students and academics prefer face-to-face delivery for sensitive topics such as children's palliative care, achieving a true ‘blend’ through asynchronous and synchronous learning can enable a quality learning experience. Consideration needs to be given to provision of emotional and practical support for students and academics.

Uncovering the factors underlying collaboration outcomes in interprofessional education: A preliminary investigation involving healthcare students

BackgroundInterprofessional education (IPE) incorporates healthcare students from various disciplines to learn with, about, and from one another, aiming to foster effective collaboration. However, the factors that promote these collaboration outcomes remain elusive. Recognizing this knowledge gap, this study utilizes self-determination theory applied in a ten-day IPE programme. The study aims are twofold: to clarify the potential influence of personal factors (autonomy, competence, and relatedness) and environmental factors (clear goals and technology support) on collaboration outcomes (team goal achievement and team effectiveness) and to examine the effect of the IPE on these outcomes. MethodologyThe study utilized an IPE programme that integrated asynchronous and synchronous learning methods across two institutions in Hong Kong and the United Kingdom. This involved 147 students from diverse healthcare disciplines who were enrolled in the IPE programme. A pre- and post-test design was employed to examine programme effects. Multiple regression analysis was conducted to explore the factors influencing these outcomes, while paired samples t-tests were used to evaluate the effect of the IPE programme on collaboration outcomes. ResultsAmong the personal factors, a sense of relatedness emerged as an important predictor of team effectiveness and goal achievement. Clear goals and technology support positively influenced collaboration outcomes. A paired samples t-test indicated significant improvements in collaboration outcomes after the IPE simulation. ConclusionThese findings highlight the importance of designing a large IPE programme that meets basic psychological needs (especially the sense of relatedness) and provides clear goals and adequate technology support in the IPE context. This study is helpful to understand how personal and environmental factors promote the collaboration outcomes in medical education and provide insights for future IPE curriculum development.