SYNCHRONOUS AND ASYNCHRONOUS E-LEARNING

Due to Covid - 19 pandemic, many changes have occurred in education. There were several decisions made from the government, on how students should be taught online; there were two ways of teaching students, asynchronous and synchronous online teaching. The students were obliged to learn from home, so it has been important to know they’re feedback on e-learning. By the research studies where student are participants, it is received a lot of feedback from their experience. Instead the teachers, depending on their ideas and planning on what’s best for students, decided how to teach students from home and assess them too. Furthermore, in this article a number of research papers were reviewed, in order to compare both synchronous and asynchronous e-learning and which one is more beneficial for the students at home. From all the research methods, the ones taken into consideration from the studies were questionnaires, pre- tests, post-tests and surveys. Hence, approximately 50 articles were reviewed, and depending on their content and the correlations with the topic of this review, only 20 studies were chosen that were related to the topic generally. The overall study results show that even though there could be a preference for both e-learning methods, both synchronous and asynchronous e-learning methods if combined right, it could help teachers and learners have a successful course and results. Article visualizations

The Application of Synchronous and Asynchronous Learning using E-learning on Elementary Linear Algebra

Learning activities were changed from face-to-face to full-online due to the COVID-19 pandemic at the end of 2019. Online learning through WhatsApp Group (WAG) was used by a mathematics teacher in higher education program in the early 2020. However, the learning result showed that 75% of preservice teacher were unable to accomplish their elementary linear algebra material. The combination of online learning through asynchronous method and synchronous learning was an alternative solution to solve the problem and enable preservice teachers having virtual face-to-face interactions with their lecturers. Therefore, this study was conducted to determine the improvement in preservice teachers' learning outcomes and responses to synchronous and asynchronous learning. The research design used was one group posttest-only with 23 subjects were selected by clustered random sampling. Data were analyzed by descriptive statistical analysis. The test results showed that learning outcomes after synchronous and asynchronous learning was effective. While the questionnaire results expressed most preservice teachers gave a positive response to both learning methods. Thus, the combination of the two methods could improve the effectiveness of online learning during the Covid-19 pandemic. It is recommended that higher education institutions provide innovative e-learning platforms for preservice teachers in developing further online learning methods

EFL students’ perception of synchronous and asynchronous e-learning during COVID-19 pandemic

The student’s perception is a crucial thing in the teaching and learning process. This study aimed to explain the EFL students’ perception of the use of synchronous and asynchronous e-learning activities during the covid-19 pandemic at UIN Walisongo Semarang. The researcher applied descriptive research with a quantitative approach to analyze the students’ perceptions. The data collection technique used was a questionnaire. The data analysis technique used was descriptive statistical analysis using SPSS 16. The findings showed that EFL students’ perception of synchronous and asynchronous e-learning as seen from 70 respondents, 13% had very positive perceptions, 73% had positive perceptions, and only 14% had less positive perceptions. Thus, EFL students’ perception of synchronous and asynchronous e-learning during the covid-19 pandemic at UIN Walisongo Semarang is in a positive category. The results also showed that EFL students’ perceptions were more dominant towards synchronous e-learning, which happens in real-time. Nevertheless, some EFL students still had a positive perception of asynchronous e-learning as well, so that asynchronous e-learning can still be conducted alternately with synchronous e-learnin

Reshaping Higher Education for a Post-COVID-19 World: Lessons Learned and Moving Forward

No abstract available

Investigating Cultural Values and Educational Technology Adoption in Central Asia: A Case Study

Although the adoption of new tools for communication and learning could reasonably be expected to influence culture, little is known about the relationship between cultural values and the adoption or diffusion of Web 2.0 technologies. This case study examines the way in which the cultural values of 59 teachers in four Central Asian countries influenced and were influenced by Web 2.0 technologies during five to eighteen months of online professional development. Data was collected through self-introductions, Likert-scale and open-ended prompts on initial and final surveys, online forum discussions, and capstone projects. This allows an examination of changes in the participants’ expressed attitudes toward and use of Web 2.0 educational technology as well as the identification of cultural values (Hofstede, 1980b) associated with these patterns of adoption and diffusion. The findings are especially beneficial to decision-makers who care about the way the use of Web 2.0 educational technologies could impact educational systems and cultures

The Effects of the COVID-19 Pandemic on the Digital Competence of Educators

The Covid-19 pandemic is having an undeniable impact on all the statements of society. Regarding teaching and learning activities, most educational institutions suspended in-person instruction and moved to remote learning during the lockdown of March and April 2020. Although nowadays many countries have progressively re-opened their educational systems, blended learning is a common practice aimed to reduce the spread of the Covid-19 disease. This disruption has supposed an unprecedented acceleration to the digitalization of teaching and learning. Teaching professionals have been forced to develop their digital competence in a short amount of time, getting mastery in the management of information, the creation of audiovisual contents, and the use of technology to keep their students connected. This Special Issue presents contributions regarding the adoption of distance learning strategies, experiences, or lessons learned in this domain

Psychosocial determinants of entrepreneurial readiness: the role of TVET institutions in Nigeria.

Doctoral Degree. University of KwaZulu-Natal, Durban.Scholarly works in recent times have made substantial efforts to identify that aspects of entrepreneurship that can stimulate entrepreneurial readiness for venture creation. Perhaps some of the most investigated subjects are personality traits, education, and social values. Previous studies on the need for entrepreneurial skills have established a disparity between the curriculum, pedagogical methods and the required skills for business creation. As a result, identifying the determinants of entrepreneurial readiness is of utmost necessity considering the increasing rate of youth unemployment in Nigeria. This current study aimed at determining psychosocial factors of entrepreneurial readiness by examining the influence of entrepreneurship education (EE), entrepreneurial self-efficacy (ESE) and individual entrepreneurial orientation (IEO) on entrepreneurial readiness. This research study was sustained by the pragmatism philosophical paradigm. Case study research design was employed, and the mixed method approach was used in the collection of data for the purpose of triangulation of results. Through the use of triangulation technique, questionnaires were administered to a sample of 301 exit level students of three selected Technical Vocational Education and Training (TVET) institutions in South-West Nigeria, using convenience sampling strategy. A response rate of 96% from the students was achieved. With the adoption of purposive sampling technique, nine entrepreneurship teachers were selected for in-depth interviews from the three selected TVET institutions. Eight of the respondents granted the interviews, which was 88% response rate. Thematic analysis of the qualitative data was achieved through the use of NVivo 12 software. SPSS version 25 was used in analysing the quantitative data. Descriptive and inferential statistics which include, Pearson’s correlation and regression analyses of the quantitative data were conducted to achieved the research objectives. Three hypotheses were formulated to test the conceptual model through multiple regression analysis. A significant association was found between EE and entrepreneurial readiness. ESE searching, planning and implementing were found to be significantly associated with entrepreneurial readiness, but ESE marshalling has no significant association with entrepreneurial readiness. IEO as a whole showed significant association with entrepreneurial readiness, while risk-taking propensity was non-significant with entrepreneurial readiness. The study established that the exit level students lack the skills to gather economic or business resources towards starting a business. The study also revealed that entrepreneurship curriculum at the selected TVET institutions lacks practical approach. There is no evidence in literature that attempts a mixed method approach to determine psychosocial factors of students’ entrepreneurial readiness in the context of TVET institutions in Nigeria. The outcome of this study revealed that EE, ESE and IEO are psychosocial determinants of entrepreneurial readiness

Practical approaches to delivering pandemic impacted laboratory teaching

#DryLabsRealScience is a community of practice established to support life science educators with the provision of laboratory-based classes in the face of the COVID-19 pandemic and restricted access to facilities. Four key approaches have emerged from the innovative work shared with the network: videos, simulations, virtual/augmented reality, and datasets, with each having strengths and weaknesses. Each strategy was used pre-COVID and has a sound theoretical underpinning; here, we explore how the pandemic has forced their adaptation and highlight novel utilisation to support student learning in the laboratory environment during the challenges faced by remote and blended teaching

Using Active Learning to Teach Critical and Contextual Studies: One Teaching Plan, Two Experiments, Three Videos.

Since the 1970s, art and design education at UK universities has existedas a divided practice; on the one hand applying active learning in thestudio and on the other hand enforcing passive learning in the lecturetheatre. As a result, art and design students are in their vast majorityreluctant about modules that may require them to think, read and writecritically during their academic studies. This article describes, evaluatesand analyses two individual active learning experiments designed todetermine if it is possible to teach CCS modules in a manner thatencourages student participation. The results reveal that opting foractive learning methods improved academic achievement, encouragedcooperation, and enforced an inclusive classroom. Furthermore, andcontrary to wider perception, the article demonstrates that activelearning methods can be equally beneficial for small-size as well aslarge-size groups