Synchronous Learning Research Articles

Student Academic Performance and Engagement in Mathematics through Flipped Classroom in a Synchronous Learning Environment

Student Academic Performance and Engagement in Mathematics through Flipped Classroom in a Synchronous Learning Environment

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.

Open Broadcaster Software Assisted Learning Media in Hybrid Learning

Obstacles often found by teachers in implementing hybrid learning include internet connection and student access to participate in synchronous learning, which results in ineffective learning. The development of learning media assisted by Open Broadcaster Software (OBS) can be a solution to solve this problem. This study aims to analyze the practicability and effectiveness of OBS-assisted learning media in hybrid learning. In this case, the method applied is Research & Development (R and D) by applying the ADDIE model steps. The technique of collecting data for this research is in the form of questionnaires and tests. The research data collection was carried out using a checklist questionnaire in the form of a Likert scale. Data analysis techniques used qualitative and quantitative descriptive statistical analysis. Based on the practicality test analysis, a score of 90.0% was obtained, which means that the media developed is in the practical category. The pre-test and post-test results obtained an N gain value of 0.75. moderate category. It was concluded that OBS-assisted learning media was effectively used in learning. OBS-assisted learning media can help students learn.

A question-answer generation system for an asynchronous distance learning platform.

Distance learning frees the learning process from spatial constraints. Each mode of distance learning, including synchronous and asynchronous learning, has disadvantages. In synchronous learning, students have network bandwidth and noise concerns, but in asynchronous learning, they have fewer opportunities for engagement, such as asking questions. The difficulties associated with asynchronous learning make it difficult for teachers to determine whether students comprehend the course material. Motivated students will consistently participate in a course and prepare for classroom activities if teachers ask questions and communicate with them during class. As an aid to distance education, we want to automatically generate a sequence of questions based on asynchronous learning content. In this study, we will also generate multiple-choice questions for students to answer and teachers to easily correct. The asynchronous distance teaching-question generation (ADT-QG) model, which includes Sentences-BERT (SBERT) in the model architecture to generate questions from sentences with a higher degree of similarity, is proposed in this work. With the Wiki corpus generation option, it is anticipated that the Transfer Text-to-Text Transformer (T5) model will generate more fluent questions and be more aligned with the instructional topic. The results indicate that the questions created by the ADT-QG model suggested in this work have good fluency and clarity indicators, showing that the questions generated by the ADT-QG model are of a certain quality and relevant to the curriculum.

Building science knowledge, identity, and interest using place-based learning with non-dominant urban undergraduate and high school students

During remote learning due to the COVID-19 pandemic, we developed and implemented a place-based, 5E mini-unit for New York City high school and community college Earth science students, most of whom identify as belonging to non-dominant groups. As well as supporting standard science skills such as graphing and interpreting data, we leveraged active learning and culturally responsive pedagogies such as reasoning by analogy, storytelling, virtual field trips, and sketching. These strategies were aimed at developing science content and skills, science identities, and science interest. The mini-unit was taught over 6 to 7.5 hours. Pre-and post-surveys for 107 students from three schools showed significant gains in learning (38% increase; p= <0.0001). Science identity measurements increased slightly although they stayed relatively low. Science interest measurements were higher with small increases. Teacher influence and science classroom experiences ranked as the most important influencers of science interest. For 33 community college students, no correlation was found between content learning, science identity, and science interest. In this group, females and White students had higher scores for all three measures. Between pre- and post-survey, science identity increased, particularly for Black students, while science interest decreased for all but White students. For all students, overall increases between pre- and post-survey suggest the pedagogical approaches used during remote synchronous learning were successful at helping students grow as scientists.

Development of E-Learning-Based Blended Learning to Increase Student Learning Motivation During a Pandemic

The impact of the Covid-19 pandemic, which began in early 2020, led to the need for online learning. This does not rule out the need for an e-learning media that requires a learning method that supports synchronous and asynchronous learning. Therefore it is necessary to develop e-learning based on blended learning that utilizes the potential of the features in the Moodle Learning Management System. The proposed development of potential features in Moodle is virtual conferences for synchronous learning and discussion forums for asynchronous learning. The use of e-learning based on blended learning aims to get good student learning motivation. To measure the impact of learning motivation, a questionnaire was administered to high school level students. The results of the questionnaire show online learning using other media such as Whatsapp groups without conducting face-to-face learning to get an average score of 1.85 which is a low criterion, while the results of the student learning motivation questionnaire after participating in e-learning based on blended learning get an average score of 3.39 which includes high criteria.

Linking the choice of the class format and preclass learning experiences sheds light on a step further in blended medical education

ABSTRACT Background The core principle of HyFlex (‘hybrid’ and ‘flexible’) learning is to maintain learning equity under most circumstances. Within a blended framework in precision medical education, how different preferences of synchronous learning environment influence learning process and outcome is limited. We investigated students’ preclass online video learning experiences and their choices toward synchronous class formats. Methods This was a mixed-methods study. During the 2021 academic year, all 5th-year medical students who had viewed online video clips presenting core concepts were asked to complete a survey on their preference for future synchronous class format (face-to-face, online, or HyFlex) and asked to provide reflective comments on their self-learning. Anonymous survey data, online records, and summative assessment scores (short-term learning outcomes) were collected. Kruskal – Wallis or Chi-square tests were used to compare differences between groups, and multiple linear regression was managed to select the factors associated with various choices. The students’ comments were coded in a descriptive thematic analysis. Results Among 152 medical students, 150 responded to the questionnaires, and 109 provided comments. Medical students spent a median of 32 min online, significantly shorter in the face-to-face group than in the online and HyFlex groups. The online group had a lower preclass video completion rate for certain concepts. The choice was not associated with short-term learning outcomes. Student feedback revealed a higher frequency of multiple themes for each student in the face-to-face and HyFlex groups, and these themes fell into the categories of learning efficiency, focus concentration, and course attractiveness. Conclusions Linking the choice of the class format and learning experiences of preclass online videos sheds light on a step further within a blended framework of precision medical education. Supplement of online interactive elements may help secure learning engagement among students choosing ‘online only’ class format of HyFlex learning.

Lessons learnt from teaching an Applied Drama and Theatre pedagogy online in a digitally divided South Africa

An Applied Drama and Theatre pedagogy is rooted in principles of embodiment, participation and collaboration, praxis and immersion in social contexts. Over the past fourteen years, the Drama for Life department at the University of the Witwatersrand prioritised the implementation of an Applied Drama and Theatre teaching andclearning practice that is premised on our bodies operating within social and cultural contexts. Furthermore, the experiential pedagogy is reliant on physical presence and human contact for the purposes of reflection, transformation and education. With the arrival of the COVID-19 pandemic, this complex pedagogy faced a threat. How can we migrate an Applied Drama and Theatre curriculum to online learning platforms? Can we fully honour its pedagogical objectives remotely? The study explored how Applied Drama and Theatre educators re-envisioned and implemented strategies to maintain the integrity of the embodied pedagogy as it moved online. These collective approaches transpired amidst a disruptive digital divide within a South African context, which impacted connectivity, access and the hopes of a synchronous learning experience. From 2020 to 2021, the ethnographic study tracked and observed Drama for Life and its Applied Drama and Theatre educators as they; 1) responded to the pandemic and identified its threats to the pedagogy; 2) through processes of experimentation, transitioned the curriculum to online learning platforms; and 3) reflected on their discoveries, challenges and interim solutions throughout the journey. The study found (based on literature and data) that the pandemic provided higher education institutions and practitioners with an opportunity for directed change. Central to the collective strategies remained student centredness and pedagogical alignment. Although certain aspects of the Applied Drama and Theatre pedagogy have undeniably been compromised online, the study demonstrated that with increased efforts to bridge the digital divide, the strategies can be navigated continually with a carefully negotiated balance.

ANALYZING ENGLISH TEACHERS’ INSTRUCTION AND MEDIA INVOLVEMENT OF BLENDED LANGUAGE LEARNING IN HIGHER EDUCATION

Previous researchers have widely investigated the analysis of teachers’ instruction as a micro-learning. These researches need to be continued by analyzing other teaching aspects such as the involvement of learning media and blended learning model. Therefore, this study aims to analyze the teachers’ instruction in Higher Education by using learning media in the context of the blended learning model. By employing a qualitative descriptive analysis approach, this research examined five samples of blended classes’ instruction, including two online synchronous learning, one offline synchronous learning, and two online asynchronous learning. These samples are observed, transcribed, and analyzed to highlight the specific instruction in the classes.Meanwhile, the employment of learning media was gathered using an interview with the teachers. The result of data analysis found that various teachers’ instruction can be implemented in synchronous and asynchronous classes of blended learning context to support students centered learning. Meanwhile, slide shows, Zoom, G-meet, and LMS are the media often used. Moreover, blended learning can support student-centered learning as well as offline learning. This finding contributes to the student-centered approach implementation, which aligns with the 21st-century learning model.

The Effect of Professor-Learner and Learner-Learner Interaction on Learning Satisfaction in Online Synchronous Learning of University Students

The Effect of Professor-Learner and Learner-Learner Interaction on Learning Satisfaction in Online Synchronous Learning of University Students

Enhancing EFL students' engagement in online synchronous classes: The role of the Mentimeter platform.

The present research aimed to evaluate teachers' attitudes toward the use of the Mentimeter platform in synchronous education. This study also sought to delve into teachers' perspectives on the role of the Mentimeter platform in improving students' engagement in online synchronous classes. To that end, the study was carried out in Palestine in response to the ongoing shift to synchronous online teaching to raise teachers' consciousness about the importance of using online tools to boost students' engagement and make them feel connected in synchronous classes. A quantitative approach was used to collect data, and 44 Palestinian teachers from various educational institutions completed closed-ended questionnaires. The study's outcomes demonstrated that teachers had positive attitudes toward employing the Mentimeter platform in synchronous education. The results also indicated that almost all educators perceived that the Mentimeter platform serves a vital role in increasing student engagement in online synchronous sessions. Teachers asserted that Mentimeter presentation styles decrease the probability of boredom among students, which in turn encourages them to actively participate in online synchronous classes. Enhancing students' engagement in online synchronous classes was still a main challenge for educators. Therefore, to increase students' involvement in synchronous learning environments, it is necessary to regularly train the teaching staff of schools, learning institutions, and colleges in the use of Mentimeter. Future studies in Palestine and other countries are also recommended to simultaneously concentrate on teachers' and students' viewpoints.

The Role of Psychological Safety in Enhancing Medical Students’ Engagement in Online Synchronous Learning

BackgroundThe COVID-19 pandemic instigated a global change in the delivery of undergraduate medical education, with an eminent shift from in-person to online teaching. The virtual methods that were utilised to a limited extent previously have now become the mainstay in education. The concept of psychological safety has been studied previously within medical education, but not in the distance learning context. The aim of the study was to explore students’ experiences of online learning and to gain an understanding of the factors affecting psychological safety and its subsequent impact on their learning.MethodsA qualitative, social constructivist approach was adopted in this research. Data collection involved semi-structured interviews with 15 medical students from the University of Dundee. There was a representation from each year group on the undergraduate medical course. Data was transcribed verbatim and analysed thematically.ResultsFive key themes were identified as motivation for learning, engagement with learning, fear of judgement, group learning and adjustment to online learning. Each of these comprised of interlinked subthemes related to peer and tutor interactions.ConclusionsDrawing on students’ experiences, the paper presents the significant interplay of group interactions and tutor attributes operating in the virtual synchronous learning environment. The relevance of psychological safety in student learning and experience, and strategies to foster it in online classrooms are discussed in the context of existing literature and proposed future developments.

Exploration of Student-Athletes’ Mental Toughness Due to Frequency of Synchronous Online Learning

This study explores the decrease in mental toughness due to the frequency of seated synchronous online learning among BAPOMI DIY athletes. This study is a combined study of simultaneously embedded models, with quantitative methods as the primary method and qualitative methods as the secondary method. Fifty BAPOMI athletes from various sports statuses as students at DIY were recruited through purposive sampling with the consideration that they were implementing synchronous learning. This research also enrolled six coaches and trainers in BAPOMI DIY. Quantitative data was collected using a 1–5 scale questionnaire, and qualitative data using semi-structured interviews. Descriptive statistics analyze quantitative data, and qualitative data is analyzed by data reduction, data presentation, and conclusion. The results of the quantitative study show that the decrease in the mental strength of self-confidence of BAPOMI DIY athletes due to synchronous online learning is included in the high category. In the decline of mental toughness, fatigue is included in the moderate category. Decreased mental toughness is included in the high category. Decreased mental endurance motivation (training/competition) is included in the high category. Decreasing mental strength symptoms of depression are included in the high category. The results of this quantitative data are also in line with the statements of coaches and parents of students who stated that: during online learning, athletes are tired because there are more tasks, the interest in training is reduced compared to offline learning, less focus and less. from enthusiasm, tiredness from sitting in front of the laptop, and reduced concentration due to many lecture assignments. Athletes feel bored, are often late for practice, sometimes get permission to do college assignments, come, often ask for permission, decrease training motivation, decrease fitness, and don't look fit. It can be concluded that synchronous online learning takes too long and sits a lot that is not matched with regular physical activity among athletes, which can cause a decrease in mental toughness from various aspects at a high level. However, there is one aspect that is included in the level category low but still conditional. The role of the coach is becoming more and more critical because they can diligently control the physical and psychological development of the athlete.

An M-Learning Model in the Context of the Blended Synchronous Learning Environment

Mobile learning provides more flexibility and holds considerable promise for improving the learning process and promoting lifelong learning. In order to reduce the sense of isolation felt by the learners, this research integrates mobile learning in the blended synchronous learning environment (BSLE). This study proposed a mobile learning model in BSLE at Shanghai Open University, and 51 students' satisfaction and engagement surveys were examined. The results showed that student satisfaction with instruction and with interaction can significantly predict behavioral engagement, while satisfaction with instruction and with technology can significantly predict psychological engagement. The findings prove that the mobile learning mode in the blended synchronous learning environments is effective and contributes to the predictors of student engagement. Thus, it can provide some insights to construct a more flexible and effective learning space.

BSL Case Study

This Master of Criminology subject has a mix of postgraduate students with a wide range of learning strategies, skillsets, and experiences. Half the students were physically located on campus and the other half were online in a Blended Synchronous Learning (BSL) environment. Although the subject suffered technology failure across the first seven weeks of the 12-week semester, and subsequent changes to the structured learning experiences, the students kept turning up for class. The student cohort worked out ways to engage even when the technology prevented them from engaging in the intended way. In response to the technology fail, the subject coordinator, (me) reverted to a more didactic approach, reducing risk associated with learning, proportional to the risk associated with the technology. Unfortunately, the most important element of the subject design, was also the first technological component to be dropped. The lessons learned included thinking carefully about the vulnerability of the pedagogy in the BSL subject; always have fall back options for interactivity and protect the most essential features of the pedagogy. The deeper lesson however, was that the technology fail allowed for a new set of relationships to emerge in the learning environment. Within the knowledge ecology of the space the cohort responded and adapted through their personal knowledge networks in ways not previously envisioned. The student experience is important – by keeping a focus on the experience (rather than the content), the students will remember it and have a better learning experience.

Network traffic prediction model based on improved VMD and PSO‐ELM

SummaryThe rapid update of computing power leads to exponential data traffic growth, and the incidence of network attacks is also increasing. It is significantly important to analyze and predict network traffic accurately in the early stage and take corresponding preventive measures. The existing network flow integrated forecasting models still have some bottlenecks that are difficult to solve, for example, the slow optimization speed of modal decomposition parameters, easy falling into local optimal solutions, the slow convergence speed of the training process, and poor generalization capability. In this paper, particle swarm optimization (PSO) is utilized to improve the parameters selection process of the variational mode decomposition (VMD) algorithm and the extreme learning machine (ELM) algorithm. First, the PSO‐VMD combined with multi‐scale permutation entropy (MPE) is utilized to decompose the original network flow, and multiple eigenmode components are obtained. Second, the PSO‐ELM is utilized to train the network traffic prediction model, and the PSO parameters in PSO‐ELM are updated through adaptive weight adjustment and synchronous learning factors to increase the training and prediction speed, and the component prediction results are reconstructed to get a high‐precision network flow forecasting result. Finally, through the prediction and verification of the public network flow data of the WIDE backbone, the result of this experiment indicates that the VMD‐PSO‐ELM can break through the bottlenecks of slow optimization speed of VMD decomposition parameters, reduce the computational complexity of ELM, accelerate the convergence speed, and increase the forecasting accuracy.

Building an Inclusive Pedagogy in Synchronous Online Learning Environments Focused on Social Justice Issues: A Case Study

In the spring of 2020, a global pandemic caused an immediate transition to online, synchronous learning platforms in much of the world. In discussion-based classrooms, where students construct learning from the material and their interactions with each other, the shift posed new challenges to educators and students. This mixed methods action research case study focused on the challenges and successes of teaching a university class about sensitive issues in the area of educational equity using a web-based platform. Over the course of two semesters, forty-eight pre-credential teacher education students were surveyed regarding their experiences taking part in equity-focused discussions over a synchronous Zoom platform. Semi-structured interviews with four instructors and five student volunteers were conducted to add depth to the survey data. A key finding is that Students of Color were significantly less comfortable discussing issues of race, gender, and equity with their cameras on than were White students. Additional findings pointed to race- and gender-based preferences in modes of engagement with the class material; the use of a multi-component pedagogy including anonymous discussion boards, chat posts, and group breakouts are suggested approaches for reaching all students when engaging an online class in discussions about race, gender, and sexuality.

Student and teacher experiences of online synchronous learning

PurposeThe outbreak of the COVID-19 pandemic brought about rapid changes in higher education (HE) pedagogies, with universities adding online options to their core face to face offering. The use of technology to facilitate learning has been a mainstay in traditional distance education settings. The paper aims to understand student and teacher experience of synchronous online learning in HE to develop practice and assist those newly coming to online teaching.Design/methodology/approachThe authors conducted a ‘rapid review’ of articles related to this topic over the last 21 years. Thematic analysis of the 61 studies identified for inclusion were; Use of technology, planned pedagogy, comparison of synchronous and asynchronous learning, relationships online, teacher and student attitudes, COVID-19 reflections.FindingsThis study’s findings show many studies examined the transition from classroom to online learning, rather than the experience of being online. Building a community of learning, with interaction between all parties, was central to success in the development of an approach to online synchronous teaching.Research limitations/implicationsFew of the early papers included here expressly explored student and teacher experiences of synchronous learning. Instead, they broadly discussed blended learning, or compared functionality and effectiveness of online teaching, with traditional in person or offline/asynchronous alternatives. An additional drawback was that educators were frequently involved in studies which investigated the experiences of their own students.Originality/valueThis study is one of the few to focus on the experience of staff and students in the online synchronous environment. The results show there is scope to achieve improvement in online learning, through research focussed on how students, lecturers and institutional administrators adapt to the new normal.

Flipped Classroom: Its Implementation and Impact in Science Learning (A Case Study During the Covid-19 Pandemic)

Flipped classroom is a sort of blended learning in which students learn both synchronously and asynchronously. Synchronous learning has taken place in the classroom in real time. Learners gather feedback while communicating with teachers and classmates at the same time. This review expects to figure out how is the execution and effect of Flipped Classroom in Science Learning (Contextual analysis During the Covid-19 Pandemic) of Class VIII at SMPN 3 Rantau Bayur. This study used a case study as an approach in exploring qualitative data. This examination is a distinct subjective exploration as a contextual analysis with information assortment methods as polls and meetings. The results of this review demonstrate that the execution and effect of flipped classroom in science learning during the Covid-19 pandemic is positive, particularly for class VIII students in science subjects at SMPN 3 Rantau Bayur with a typical rate gain of 76.7% or the category of ‘very good’. Through the flipped classroom, students have the opportunity to concentrate on the topic at home as they are free to set their learning time. Students become familiar with the topic in an enjoyable situation. Students can repeat the learning videos and they are able to access them from anywhere. Besides, parents can participate in learning activities outside the classroom and make time to help their children learn. However, one of the drawbacks is the lack of devices to watch videos given by the teacher as not all students have computers, laptops, or smartphones. Also, the teachers still find difficulties in preparing good quality videos as learning media for students.

University students' experience of online space while engaging in synchronous learning via videoconferencing amidst the pandemic.

The high infectivity and fatality of COVID-19 has changed the mode of higher education from onsite to online. Although many studies investigated the effectiveness and satisfaction of online education, little is known regarding university students' lived experience of online space during synchronous learning via videoconferencing. The present study explored how university students experienced online space when engaging in synchronous learning via videoconferencing platforms during the outbreak of the pandemic. The phenomenological approach was chosen to primarily explore students' experience of online space as well as their experience of embodiment and relations to self and others. Interviews were conducted with nine university students who voluntarily participated to share their experience of online space. Three core themes were generated from the descriptions of experiences provided by the participants. For each core theme, two sub-themes were emerged and described. The analysis of the themes demonstrated that online space was experienced as being separate from home but also inseparable because it was an extension of the comforts of home. This inseparableness is also reflected in the virtual classroom where the rectangular screen presented on the monitor is always shared with everyone in the class. Moreover, online space was perceived as having no transitional space in which spontaneity and new encounters occur. Finally, the presence of self and others was experienced differently in online space due to the participants' choices of being seen or heard using their microphones and cameras. This led to a different sense of togetherness in online space. The insights gained from the study were discussed in relation to considerations for online learning in the post-pandemic era. Based on the emerged themes from the results, the current study concluded that the online space created by technologies cannot be a complete substitute for traditional face-to-face classrooms and suggested possible implications for designing and using online space in university education.