14
views
0
recommends
+1 Recommend
1 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Article: not found

      Blending asynchronous and synchronous digital technologies and instructional approaches to facilitate remote learning

      research-article

      Read this article at

      ScienceOpenPublisherPMC
      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          This two-stage qualitative-dominant sequential mixed-method study, using an online survey of elementary and secondary school English language teachers ( N = 73) and follow-up interviews ( N = 10), collectively explores how teachers in Hong Kong adapted their instruction to online teaching in responses to COVID-19. The findings indicate that teachers used a variety of asynchronous and synchronous digital technologies and instructional approaches to facilitate students’ learning, assess learning, and communicate with students and parents remotely. The findings suggest that a blend of asynchronous and synchronous modes are seen as optimum to support student learning online. A model is proposed on how teachers can blend asynchronous and synchronous digital technologies and instructional approaches within a sequence of learning.

          Supplementary Information

          The online version contains supplementary material available at 10.1007/s40692-021-00195-8.

          Related collections

          Most cited references40

          • Record: found
          • Abstract: not found
          • Article: not found

          Using thematic analysis in psychology

            Bookmark
            • Record: found
            • Abstract: found
            • Article: found
            Is Open Access

            Online Learning: A Panacea in the Time of COVID-19 Crisis

            Educational institutions (schools, colleges, and universities) in India are currently based only on traditional methods of learning, that is, they follow the traditional set up of face-to-face lectures in a classroom. Although many academic units have also started blended learning, still a lot of them are stuck with old procedures. The sudden outbreak of a deadly disease called Covid-19 caused by a Corona Virus (SARS-CoV-2) shook the entire world. The World Health Organization declared it as a pandemic. This situation challenged the education system across the world and forced educators to shift to an online mode of teaching overnight. Many academic institutions that were earlier reluctant to change their traditional pedagogical approach had no option but to shift entirely to online teaching–learning. The article includes the importance of online learning and Strengths, Weaknesses, Opportunities, & Challenges (SWOC) analysis of e-learning modes in the time of crisis. This article also put some light on the growth of EdTech Start-ups during the time of pandemic and natural disasters and includes suggestions for academic institutions of how to deal with challenges associated with online learning.
              Bookmark
              • Record: found
              • Abstract: found
              • Article: not found
              Is Open Access

              A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis

              Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard and interrupted many dimensions of our lives, particularly education. As a response to interruption of education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from a total of 31 countries across the world with a representation of 62.7% of the whole world population. In addition to the value of each case by country, the synthesis of this research suggests that the current practices can be defined as emergency remote education and this practice is different from planned practices such as distance education, online learning or other derivations. Above all, this study points out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational processes, the interruption of education signifies the importance of openness in education and highlights issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive dependency on online solutions.
                Bookmark

                Author and article information

                Contributors
                blmoorhouse@hkbu.edu.hk
                Journal
                J. Comput. Educ.
                Journal of Computers in Education
                Springer Berlin Heidelberg (Berlin/Heidelberg )
                2197-9987
                2197-9995
                14 July 2021
                : 1-20
                Affiliations
                [1 ]GRID grid.221309.b, ISNI 0000 0004 1764 5980, Department of Education Studies, , Hong Kong Baptist University, ; AAB836, Academic & Administration Building, Baptist University Road Campus, Kowloon Tong, Hong Kong
                [2 ]GRID grid.261833.d, ISNI 0000 0001 0691 6376, Graduate School of Education and Psychology, , Pepperdine University, ; Los Angeles, CA USA
                Author information
                http://orcid.org/0000-0002-3913-5194
                http://orcid.org/0000-0001-6237-0427
                Article
                195
                10.1007/s40692-021-00195-8
                8278375
                ed9fed7b-f1f8-400b-8af9-7103f1e681b3
                © Beijing Normal University 2021

                This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.

                History
                : 22 January 2021
                : 28 May 2021
                : 5 July 2021
                Categories
                Article

                blended learning,covid-19,digtial technologies,online learning,virtual schools,distance learning

                Comments

                Comment on this article