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Thematische Bibliographien / Synchronous e-learning / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Synchronous e-learning“

Autor: Grafiati

Veröffentlicht am 23. Juni 2021

Zuletzt aktualisiert am 29. Juli 2025

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1

Negash, Solomon, Marlene V. Wilcox, and Michelle Emerson. "Synchronous Hybrid E-Learning." International Journal of Information and Communication Technology Education 3, no. 3 (2007): 1–13. http://dx.doi.org/10.4018/jicte.2007070101.

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Meriyati, Meriyati, Romlah, Eti Hadiati, and Agus Jatmiko. "Application of Google Meet’s Synchronous Learning and Asychronous E-Learning on Learning Effectiveness." Dinasti International Journal of Education Management And Social Science 4, no. 3 (2023): 455–60. http://dx.doi.org/10.31933/dijemss.v4i3.1813.

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Application of Google Meet's Synchronous Learning and Asynchronous E-Learning to Learning Effectiveness is a scientific article of literature study within the scope of Education Management science. The purpose of this article is to build a hypothesis of the influence between variables that will be used in further research. Research objects are sourced from online libraries, Google Scholar, Mendeley and other academic online media. Library research methods, from e-books and open access e-journals. The results of this study are: 1) Google Meet Synchronous Learning has an effect on Learning Effec

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KAMINI, KAMINI. "E-Learning: A revolution in Education." International journal of interdisciplinary studies and research 2, no. 1 (2015): 149–55. https://doi.org/10.5281/zenodo.12683095.

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<em>E-Learning has created a new dimension in education, both within and beyond the curriculum and is still looking at further opportunities of becoming more useful via new emerging technologies. We are really on the threshold of new opportunities and this is just the beginning of a new horizon of education. E-learning is commonly referred to the intentional use of networked information and communications technology in teaching and learning. It refers to educational processes that utilize information and communications technology to mediate asynchronous as well as synchronous learning and teac

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Xi, Lin, Dai Yan, Shi Hui, and Li Chunmei. "E-learners' satisfaction as predictors of online classroom community." Journal of Contemporary Education Theory & Research 4, no. 2 (2020): 12–19. https://doi.org/10.5281/zenodo.4256511.

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<strong><em>Purpose: </em></strong><em>This study investigates Chinese college students’ satisfaction with using e-learning systems and its influences on their sense of online classroom community in synchronous, asynchronous, or a blend of both synchronous and asynchronous online course format during the COVID-19 pandemic.</em> <strong><em>Methods: </em></strong><em>A total number of 307 college students were recruited with 270 usable responses from a southeastern university in China. E-learner satisfaction measurement and Classroom Community Scale (both with a 5-point Likert-type scale)

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Elma, D. Donaal EdD, and M. Langwas Ma-Esl Sheryl. "ONLINE LEARNING MODALITY DELIVERY OF BAGUIO CENTRAL UNIVERSITY." Cognizance Journal of Multidisciplinary Studies (CJMS) 3, no. 7 (2023): 316–29. https://doi.org/10.47760/cognizance.2023.v03i07.023.

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<em>This study assessed the implementation of the online learning and teaching modality of Baguio Central University during the pandemic. It involves mainly the implementation of synchronous and asynchronous online teaching and learning modality. The study used the descriptive research design with the survey questionnaire as the main data gathering instrument separate for college instructors and students. The findings revealed that the teachers maximized both the synchronous and asynchronous teaching modalities for an effective and continuous teaching despite the pandemic. Also, students perce

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S.Thowfeek, Khan. "Research Trends in E-Learning." Shanlax International Journal of Commerce 6, S1 (2018): 36–39. https://doi.org/10.5281/zenodo.1438182.

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E-learning is playing very important role in the present educational scenario. It has potential to change the whole education system and due to this very reason it has become one of the most preferred subjects for the researchers. Research works on e-learning are going on in various disciplines like Mass Communication, Education, Information and Technology (IT) and Distance Education. Scholars are working on the various aspects of e-learning. This study analyzed the various research works on e-learning to find out the research trends in this field. E-learning  refers  to  the &n

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Berestok, Olha Volodymyrivna. "Synchronous and Asynchronous E-Learning Modes: Strategies, Methods, Objectives." Engineering and Educational Technologies 9, no. 1 (2021): 19–27. http://dx.doi.org/10.30929/2307-9770.2021.09.01.02.

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The article deals with the main strategies, methods and objectives of synchronous and asynchronous E-Learning Modes from a scientific and practical point of view. A detailed description of the synchronous and asynchronous online-learning at different historical stages is presented. The task of the distance education in light of the trends of modern society and its role in the implementation of professional and social aspirations of an student is shown. The basic problems of contemporary ICT, the difference and peculiarities of the synchronous and asynchronous methods of e-communication are det

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Piskurich, George. "Preparing instructors for synchronous E-learning facilitation." Performance Improvement 43, no. 1 (2004): 23–29. http://dx.doi.org/10.1002/pfi.4140430106.

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Ouariach, Fatima Zahra, Amel Nejjari, and Mohamed Khaldi. "Communication Tools and E-Learning: A Revolution in the Research Methodology of Communication for a Pedagogical Scenario." RA JOURNAL OF APPLIED RESAERCH 09, no. 04 (2023): 170–77. https://doi.org/10.5281/zenodo.7794147.

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Communication is a source of motivation and cohesion, so knowing how to communicate is a way to facilitate e-learning interactions and group/class dynamics through various communication tools. Communication tools and e-learning have brought major changes to teaching and learning. These tools include online learning platforms, forums, webinars, online videos, podcasts, social media, and other advanced communication technologies. They allow learners and teachers to communicate and collaborate remotely, offering increased flexibility and accessibility. It is important to design instructional prog

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Kazmer, Michelle M. "Produsage in a/synchronous learner-led e-learning." New Review of Hypermedia and Multimedia 17, no. 1 (2011): 121–39. http://dx.doi.org/10.1080/13614568.2011.552644.

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Fita, Ana, Jose F. Monserrat, Germán Moltó, Eva M. Mestre, and Adrián Rodriguez-Burruezo. "Use of synchronous e-learning at university degrees." Computer Applications in Engineering Education 24, no. 6 (2016): 982–93. http://dx.doi.org/10.1002/cae.21773.

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Ryan Jay O. Agron. "Factors Affecting Synchronous E-Learning amid Covid-19." Journal of Electrical Systems 20, no. 5s (2024): 1027–32. http://dx.doi.org/10.52783/jes.2346.

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The education sector, which was tagged as the most affected by the COVID-19 pandemic, has been following a course determined by the consequences of this global health hazard. Its continuity amid the pandemic made possible the implementation of synchronous e-learning (S-EL) even if universities across the globe had insufficient preparation. Given this scenario, it is then the purpose of this study to provide an objective evaluation of S-EL implementation. The factors affecting learning effectiveness were revealed and the factors that students would like their institutions to consider were likew

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Nikmah, Khoirin, and Nahdliyyatul Azimah. "A Study of Synchronous and Asynchronous Approaches: Online Arabic Learning During The Covid-19 Pandemic." Alsuna: Journal of Arabic and English Language 3, no. 2 (2020): 115–39. http://dx.doi.org/10.31538/alsuna.v3i2.841.

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Purpose:This study focuses on an online Arabic learning through synchronous and asynchronous approaches. Meanwhile, the aims of this study are; 1) describing implementation of synchronous and asynchronous online Arabic learning in higher education, 2) investigating its advantages and disadvantages, 3) offering solutions in learning Arabic through e-learning. Design/methodology/approach:This is a descriptive qualitative research that applies an observation method, interview, and documentation to collect the data. Afterwards, identity method is used to investigate the data. Then, triangula

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Gronseth, Susie. "Strategically Inclusive E-Learning Design." Journal of Technology-Integrated Lessons and Teaching 2, no. 1 (2023): 68–77. http://dx.doi.org/10.13001/jtilt.v2i1.7673.

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Modeling strategic flexibility and experiential learning approaches, this module focuses on foundational concepts for designing accessible educational materials and applying Universal Design for Learning (UDL) guidelines. The module was implemented during two weeks of a 16-week asynchronous online graduate course on e-learning pedagogy and design. Content is represented in varied forms, including video presentations and readings. A structured discussion offers asynchronous and synchronous options and utilizes a five-step scaffold to consider UDL-related prompts applied to provided lesson scena

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FERSAOUI, Imane, and Neema GHENIM. "The Efficiency of Online Assignments as an Asynchronous e-Learning Tool." Journal of Languages and Translation 2, no. 2 (2024): 105–19. http://dx.doi.org/10.70204/jlt.v2i2.249.

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The online learning experience that accompanied the Covid-19 pandemic has been diverse. Both teachers and students have had to discover new online learning methods and tools in order to cope with the new phase. Some teachers relied on virtual meetings and synchronous instruction, whereas others either solely relied on asynchronous instruction through e-assignments or combined the latter to other methods like synchronous e-meetings. While the integration of synchronous tools in distance instruction seems to be more relevant, asynchronous assignments may have an important potential in e-learning

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Sari, Dwi Ivayana, Moh Zayyadi, Sharifah Osman, Milawati Milawati, and Dian Kurniati. "The Application of Synchronous and Asynchronous Learning using E-learning on Elementary Linear Algebra." Jurnal Didaktik Matematika 9, no. 1 (2022): 22–38. http://dx.doi.org/10.24815/jdm.v9i1.24759.

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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 lect

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Aldiabat, Khaled, Malik Gharaibeh, and Nidal AlQudah. "Assessment of Student Satisfaction with E-learning in Jordan Using TAM and UTAUT as a Mediator for Synchronous and Asynchronous Learning." JOIV : International Journal on Informatics Visualization 8, no. 3 (2024): 1361. http://dx.doi.org/10.62527/joiv.8.3.2501.

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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 s

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Suryanti, Eny Wahyu, and Khoirotul Bariyah. "Model Pembelajaran berbasis E-Learning di Sekolah." Likhitaprajna Jurnal ilmiah 23, no. 2 (2022): 176–83. http://dx.doi.org/10.37303/likhitaprajna.v23i2.206.

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The learning process is a series of interactions between teachers and students to achieve predetermined learning goals or in other words learning is a form of learning process and maturation of students. During the COVID-19 pandemic, the government adopted a policy to implement online learning as an effort to prevent the spread of the COVID-19 virus. Online learning activities require creative and innovative learning models so that students can carry out learning activities effectively. With e-learning, learning materials are also delivered in detail and help students make it easier to underst

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Sari, Dwhy Dinda, and Muhammad Ilham. "APLIKASI PEMBELAJARAN SYNCHRONOUS DAN ASYNCHRONOUS DI PERGURUAN TINGGI." JURNAL TEKNOLOGI INFORMASI & KOMUNIKASI DALAM PENDIDIKAN 10, no. 2 (2023): 106. http://dx.doi.org/10.24114/jtikp.v10i2.50671.

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Abstrak: Kemajuan teknologi saat ini telah menggerakkan dosen dan mahasiswa untuk menggunakan media pembelajaran berbasis teknologi informasi (TI) yang mendukung kegiatan perkuliahan. Penelitian ini melihat bagaimana penerapan aplikasi pembelajaran synchronous dan asynchronous di Fakultas Tarbiyah dan Ilmu Keguruan IAIN Lhokseumawe dan bagaimana perspektif mahasiswa terhadap penggunaan aplikasi pembelajaran synchronous dan asynchronous tersebut. Salah satu cara pembelajaran jarak jauh adalah pembelajaran Synchronous dan Asynchronous. Penelitian ini menggunakan pendekatan kualitatif deskriptif.

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Chau, Ka Yin, Kris M. Y. Law, and Yuk Ming Tang. "Impact of Self-Directed Learning and Educational Technology Readiness on Synchronous E-Learning." Journal of Organizational and End User Computing 33, no. 6 (2021): 1–20. http://dx.doi.org/10.4018/joeuc.20211101.oa26.

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The coronavirus (COVID-19) has had severe global impacts in many aspects of education. Asian countries and regions have been the first responders to move entirely online since the epidemic started. The aim of this paper is two-folded. First, this study investigates the correlations in order to understand the compounded effects on presences in the participating synchronous learning environments. Second, this paper provide empirical evidence and insights for educators on the future trends of learning and instructional strategy in online teaching. This study investigated students’ perception of s

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Asaduddin, Aiman Hilmi, and Utiya Nabila Maulani. "Beyond Synchronous and Asynchronous Systems towards Blended Learning: Perspective on Medical Education through COVID-19 Pandemic." Journal of Academia Perspectives 1, no. 2 (2021): 110–16. http://dx.doi.org/10.30998/jap.v1i2.733.

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Coronavirus Disease 2019 (COVID-19) pandemic affected various aspects, such as the health sector, education, economy, etc., being distracted. This transition requires technology acceleration to maintain the e-learning process across the world, including medical education. E-learning systems, such as synchronous and asynchronous learning, have their own advantages and limitations, especially in medical education that needs theoretical and practical education. In this paper, a new model of mixed synchronous and asynchronous systems towards blended learning was described as an idea for better med

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Sengupta, Souvik. "OLAP based Scaffolding to support Personalized Synchronous e-Learning." International Journal of Managing Information Technology 4, no. 3 (2012): 73–80. http://dx.doi.org/10.5121/ijmit.2012.4306.

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Nehad, T.A. Ramaha, and R. Karas Ismail. "Maintain Learners' Motivation within Asynchronous E-Learning Environments: How Can Interactive Avatars Help?" European Journal of Advances in Engineering and Technology 8, no. 9 (2021): 9–14. https://doi.org/10.5281/zenodo.10651104.

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<strong>ABSTRACT</strong> <em>Due to COVID-19 pandemic the face-to-face learning process around the world have been stopped and the majority of the educational institutions have been transformed from traditional learning to e-learning. Therefore, both synchronous and asynchronous e-learning received more attention from the researchers. Although asynchronous e-learning seems to be economically the best option for institutions, keep learners motivated for the entire asynchronous e-learning process still one of the biggest challenges. In this context, the current study investigates the use of an

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Patterson Mohr, Natalie, and Laura McNeill. "Designing AI Ethics Education: A Comparative Analysis of Online Implementation Models." International Journal on E-Learning 24, no. 3 (2024): 347–61. https://doi.org/10.70725/234776ierjca.

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This multiple case analysis examines how AI ethics education's unique characteristics transform traditional e-learning approaches in synchronous and asynchronous environments. Through analysis of two contrasting cases - Loyola Marymount University's synchronous workshops and Usher and Barak's asynchronous module - the study investigates how rapid technological evolution, real-world implications, and ethical complexity require adaptations to established e-learning methods. Findings demonstrate that synchronous formats excel at facilitating immediate engagement with emerging ethical dilemmas thr

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Ambika, Prasad Poudel. "Use of Mobile Phones as an E-learning Tool in Teaching and Learning of English language." International Journal for Social Development 7, no. 3 (2019): 56–73. https://doi.org/10.5281/zenodo.5631182.

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<em>Electronic learning (E-learning) is one of the modalities of modern pedagogy that makes use of information and communication technologies (ICTs) to help the learners in their knowledge construction process. Among ICT supporting e-learning appliances, mobile phones/smart phones are one of the fastest growing technological gadgets, popularly used as mobile learning(m-learning) devices. Many research scholars have found significant educational value of mobile phones in teaching and learning of English language in their studies. This article attempts at exploring the teachers' and students

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SHYSHKO, Anzhelina, and Halyna LUKANSKA. "Synchronous and asynchronous E-learning technology instruments for foreign language distance learning." Humanities science current issues 3, no. 41 (2021): 286–92. http://dx.doi.org/10.24919/2308-4863/41-3-42.

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Hari, Hara Sudheer Patchipulusu Navya Vattikonda Anuj Kumar Gupta Achuthananda Reddy Polu Bhumeka Narra and Dheeraj Varun Kumar Reddy Buddula. "Opportunities and Limitations of Using Artificial Intelligence to Personalize E-Learning Platforms." IJASTR- International Journal of Applied Science and Technical Research 1, no. 1 (2024): 51–58. https://doi.org/10.5281/zenodo.15335719.

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The entry of Artificial Intelligence into e-learning platforms has drastically changed the method of providingand experiencing education. In the present context, where educational institutions and organizations strive tooffer more personalized, adaptive, and engaging learning environments, Artificial Intelligence (AI)technologies have come into being, which can help both. The efficacy and efficiency of educationalprocedures. Artificial Intelligence (AI) through Natural Language Processing (NLP), Learning Analytics(LA), and Educational Data Mining (EDM) are used to customize learning with tailo

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Prabowo, Iwan Ady, Setiyowati ., and Dwi Remawati. "Analisis Mekanisme Pembelajaran Daring Secara Sysnchronous dan Asysnchronous dimasa Pandemic Covid-19 di STMIK Sinar Nusantara." Jurnal Ilmiah SINUS 19, no. 1 (2021): 63. http://dx.doi.org/10.30646/sinus.v19i1.524.

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Circular Number 05/SEK/STMIK-SN/IV/2020 in STMIK Sinar Nusantara Surakarta regulates implementation of learning, midterm exams, and even thesis / final exams. Hence, STMIK Sinar Nusantara took a policy for the implementation of synchronous learning and asynchronous learning. Synchronous learning (one time: teleconference, chatting) applies (1) Google Meeting by sinus.ac.id account, (2) Virtual meeting as Skype and Zoom, and (3) Discussion in Classroom. Meanwhile, asynchronous learning (time difference) uses (1) handouts, (2) tutorials, (3) videos, and (4) simple exercises. The purpose of this

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Zohaib, Hassan Sain, and Serban Razvan. "Navigating Blended Learning: Integrating Synchronous and Asynchronous Strategies for Educational Transformation." Global Scientific and Academic Research Journal of Economics, Business and Management 3, no. 8 (2024): 15–20. https://doi.org/10.5281/zenodo.13208688.

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<em>At the moment, blended learning is being highlighted as a crucial tool for implementation as part of the e-learning development boom. The purpose of this paper is to give a perspective on blended learning that is comprehensive, educational, pragmatic, corporate training, and Chief Learning Officer (CLO) appropriate. Within the context of blended learning, it highlights how important it is to include all these different viewpoints. It offers an overview of several blended learning strategies, including synchronous and asynchronous training systems. By shedding light on several other factors

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Nyachiro, K. Joan. "Adoption of Electronic Learning Tools in the COVID-19 Period: A Case of Selected Institutions of Higher Learning in Kisii County." Journal of Technology & Socio-Economic Development 10, no. 1 (2023): 225–35. https://doi.org/10.5281/zenodo.8122355.

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The study sought to find out the e-learning tools adopted by selected institutions of higher learning in Kisii County. To achieve this, the study used a descriptive survey research design that was qualitative. The target population comprised institutions of higher learning in Kisii County from which an accessible population of two institutions was drawn; one was a public University and the other was a TVET institution. The target population for the study was 400. A sample size of 80 respondents was arrived at using the Yamane’s formula of 1967.  Simple random sampling method was uti

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Lee, Chan, and Kyu-tae Sohn. "The Relationship Between Learning Flow, Subjective Learning Performance, Self-efficacy to Transfer, and Transfer Intention Perceived by Participants of Synchronous E-learning Program." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 13 (2022): 133–45. http://dx.doi.org/10.22251/jlcci.2022.22.13.133.

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Objectives The purpose of this study was to identify the relationship between learning flow, subjective learning performance, self-efficacy to transfer, and transfer intention perceived by participants of synchronous e-learning program. Methods A survey was conducted on university employees who participated in 15 job training programs operated as synchronous e-learning in 2020 by academy A, a training institution for university employees at national university S. Response data were analyzed through structional equation model and mediating effect analysis using phantom variables. Results First,

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Riwayatiningsih, Rika, and Sulistyani Sulistyani. "THE IMPLEMENTATION OF SYNCHRONOUS AND ASYNCHRONOUS E- LANGUAGE LEARNING IN EFL SETTING: A CASE STUDY." JURNAL BASIS 7, no. 2 (2020): 309. http://dx.doi.org/10.33884/basisupb.v7i2.2484.

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Teaching and learning process since the pandemic time has shifted away from the traditional face to face classroom into online distance learning, and this will be undergo in the post pandemic. This case study aimed to investigate the effectiveness use of the combined modes of synchronous and asynchronous in e- language learning for university students. While both types of that learning approach have its importance in different scenario. The research questions to be answered in the study was how the adoption of synchronous (discussion activity platform) and asynchronous (learning content platfo

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Che Hussin, Che Haziqah, Nurliyana Juhan, Suriana Lasaraiya, and Ayu Afiqah Nasrullah. "INVESTIGATE STUDENTS' ACADEMIC ACHIEVEMENTS IN MATHEMATICS COURSE THROUGH E-LEARNING APPROACHES." Journal of Information System and Technology Management 7, no. 29 (2022): 118–25. http://dx.doi.org/10.35631/jistm.729010.

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This paper investigates students’ academic achievements through e-learning approaches based on students’ preference. E-learning approaches can be considered as asynchronous, synchronous and blended learning. Asynchronous learning happens when there is no set time for it to occur. Allows students to learn whenever and wherever they want, at their own pace. Web conferencing and chatting are used to deliver organised and time-bound activities characterise synchronous e-learning. Due to the Movement Control Order (MCO), which went into effect on March 18, 2020, lecturers at the Preparatory Centre

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Shahabadi, Mehdi Mehri, and Megha Uplane. "Synchronous and Asynchronous e-learning Styles and Academic Performance of e-learners." Procedia - Social and Behavioral Sciences 176 (February 2015): 129–38. http://dx.doi.org/10.1016/j.sbspro.2015.01.453.

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Che Hussin, Che Haziqah, Nurliyana Juhan, Suriana Lasaraiya, and Ayu Afiqah Nasrullah. "STUDENTS' PERSPECTIVES IN STUDYING MATHEMATICS SUBJECT THROUGH E-LEARNING TOOLS AT FOUNDATION EDUCATION LEVEL." Journal of Information System and Technology Management 6, no. 23 (2021): 108–17. http://dx.doi.org/10.35631/jistm.623009.

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The aim of the study was to find out how students preferred using asynchronous and synchronous e-learning tools. Asynchronous learning occurs when there is no predetermined time for it to take place. Learners can learn whenever and wherever they want, and they can take their time to learn what they need to know. Synchronous e-learning is characterized by structured and time-bound activities delivered via web conferencing and chatting. At the Preparatory Centre for Science and Technology, Universiti Malaysia Sabah (PCST, UMS) lecturers could conduct synchronous or asynchronous due to MCO which

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Ramadhanti, Dina, and Diyan Permata Yanda. "Syntax Learning Using Syncronous and Asyncronous Method: Which Is Better?" Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni 26, no. 1 (2025): 57. https://doi.org/10.24036/komposisi.v26i1.132495.

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Syntax is one of the courses taken by students either in the form of online learning using e-learning or face-to-face in the classroom. In online learning using e-learning, syntax is taught using asynchronous and synchronous methods. This study aims to explain which online learning method is more appropriate to use in learning syntax. This research method uses an experimental design. A total of 80 students received syntax learning with the asynchronous method in the first half of the semester and the synchronous method in the second half of the semester. The results of the study showed three t

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Taraj, Gentjana. "What do College Learners Think of Synchronous Learning?" International Journal of Learning, Teaching and Educational Research 20, no. 4 (2021): 82–98. http://dx.doi.org/10.26803/ijlter.20.4.5.

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Advancements in educational technology and improvements in the internet’s connectivity has increased the interest of universities in e-learning worldwide. Unlike many institutions around the world, the traditional form of teaching in Albania before the Covid-19 pandemic was face-to-face where both lectures and seminars were attended physically in the classroom. However, the Covid-19 pandemic imposed on them the necessity to move from auditoriums to e-learning immediately without any preparation. This paper aims to investigate the Albanian learners’ attitudes and perceptions of synchronous e-le

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Natalia, PRYTULSKA, BOZHKO Tetiana, and KAMINSKYI Serhii. "E-LEARNING DURING THE COVID-19 PANDEMIC: A PRACTICAL ASPECT." Herald of Kyiv National University of Trade and Economics 138, no. 4 (2021): 110–17. http://dx.doi.org/10.31617/visnik.knute.2021(138)09.

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The proposed article considers the relevance and feasibility of the transition of higher education institutions to e-learning during the COVID-19 pandemic, outlines the features and problems that arise in e-learning. Keywords: е-learning, online educational platform, synchronous learning, asynchronous learning.

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Namira Sari, Indah. "Effectiveness of Implementing Synchronous and Asynchronous Blended E-Learning in Stunting Prevention and Treatment Training Programs." JTP - Jurnal Teknologi Pendidikan 25, no. 1 (2023): 101–6. http://dx.doi.org/10.21009/jtp.v25i1.34951.

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The Covid 19 pandemic has had such a big impact on the education system, especially the National education system. In the conditions of the Covid 19 pandemic, national learning is carried out online, both formal and non-formal education (training). Related to this, the authors conducted a study on the application of asynchronous and synchronous blended learning in Stunting Prevention and Handling Training held at the Ministry of Social education and training institutions. The purpose of this study is to find out the effectiveness and constraints of implementing asynchronous blended learning an

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Naijit, Kittimasak. "Intelligent Face Tracking for Collaborative Synchronous e-Learning using Pattern Recognition Model." International Journal of Computers 15 (November 24, 2021): 105–9. http://dx.doi.org/10.46300/9108.2021.15.16.

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Intelligent Face Tracking for Collaborative Synchronous e-Learning using Pattern Recognition Model can provide high levels of interaction for distance learning initiatives. With the rapid evolution of technology, face recognition login and tracking, continuous product evaluation is necessary to ensure optimal methods and resources for connecting students, instructors, and educational content in rich, online learning communities. This article presents the analysis of online, synchronous learning solutions. Focusing on their abilities to meet technical and pedagogical needs in higher education.

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Farsal, Ryzufar Altarif, Nandina Oktavia, Gita Tiara Dewi Nasution, and Putri Halleyana Adrikni Rahman. "E-Learning in Anatomy: Medical Students' Perspectives on Synchronous and Asynchronous Lab Sessions." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 13, no. 2 (2024): 160. http://dx.doi.org/10.22146/jpki.82355.

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Background: The Covid-19 pandemic has become a global health disaster, various sectors have been affected including the education sector. Online learning is then carried out as an alternative solution to carry out learning. This online learning is carried out in all elements of education including Universities. The intended online learning is divided into two methods, asynchronous and synchronous methods. The difference in these methods will certainly lead to different perceptions for each student, especially in anatomy laboratory learning.This stud aimed to find out the perception of Unpad Me

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Fitri, Dian Zuliatul, and Ernawati. "Persepsi Mahasiswa terhadap Pembelajaran E-Learning pada Perkuliahan Prakti." Indonesian Gender and Society Journal 3, no. 2 (2023): 31–38. http://dx.doi.org/10.23887/igsj.v3i2.51008.

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Tujuan penelitian ini adalah untuk mendeskripsikan tentang persepsi mahasiswa terhadap pembelajaran e-learning secara synchronous dan asynchronous pada perkuliahan praktik serta mendeskripsikan kesulitan dan kemudahan yang ditemui mahasiswa saat mengikuti perkuliahan praktik dengan sistem pembelajaran e-learning. Jenis penelitian adalah deskriptif dengan menggunakan pendekatan kuantitatif. Sampel dalam penelitian ini adalah mahasiswa Konsentrasi Pendidikan Tata Busana angkatan 2019 dan 2020 yang terdaftar pada semester Juli-Desember 2021 yang berjumlah 161 orang. Pengumpulan data menggunakan a

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Anggaraeni, Filia Dina, and Ade Rahmawati Siregar. "Pengaruh Pola Asuh Orang Tua Terhadap Perilaku Pengguna Sistem E-Learning Pada Mahasiswa Universitas Sumatera Utara (USU)." Talenta Conference Series: Local Wisdom, Social, and Arts (LWSA) 1, no. 1 (2018): 162–69. http://dx.doi.org/10.32734/lwsa.v1i1.158.

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Dinamika pembelajaran pada setiap orang dipengaruhi banyak hal. Diantaranya adalah pola asuh orang tua yang diperoleh sejak seseorang dilahirkan di dunia. Pola asuh orang tua yang dimaksud dalam hal ini adalah autoritatif, otoriter, permisif dan pola asuh tidak terlibat (uninvolved). Berbagai pendekatan pola asuh tersebut berpeluang membentuk perilaku seseorang dalam melangsungkan proses pembelajaran hingga jenjang perguruan tinggi yang disebut mahasiswa. Seiring dengan perkembangan teknologi yang berlangsung, mahasiswa melakukan proses pembelajaran diantaranya termasuk bagaimana seseorang mem

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Yang, Pei Ling. "Exploring Synchronous Learning during COVID-19 Pandemic: Taiwan EFL College Learners’ Motivation and Learning Experience." AsiaCALL Online Journal 13, no. 5 (2022): 1–14. http://dx.doi.org/10.54855/acoj.221351.

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The purpose of this study was twofold: first, to explore Taiwan EFL college learners' motivation for synchronous learning, and second, to differences between gender groups in their synchronous learning motivation during the time of the COVID-19 pandemic. A total of 96 undergraduate learners from northern Taiwan took part in the study. All the participants were required to participate in 4 different types of online activities: synchronous learning, online discussion, group oral presentation, and submission of e-assignments. Quantitative and qualitative data were collected, including a motivatio

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Jahn, Matthias, Claudia Piesche, and Stefan Jablonski. "Flexibility requirements concerning the design of synchronous e‐learning systems." Interactive Technology and Smart Education 9, no. 4 (2012): 233–45. http://dx.doi.org/10.1108/17415651211284020.

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Hrastinski, Stefan, Christina Keller, and Sven A. Carlsson. "Design exemplars for synchronous e-learning: A design theory approach." Computers & Education 55, no. 2 (2010): 652–62. http://dx.doi.org/10.1016/j.compedu.2010.02.025.

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Marco, Felix, Victor Penichet, and José A. Gallud Lázaro. "Collaborative e-Learning through Drag & Share in Synchronous Shared Workspaces." JUCS - Journal of Universal Computer Science 19, no. (7) (2013): 894–911. https://doi.org/10.3217/jucs-019-07-0894.

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e-Learning platforms allow users to collaborate with one other. Moodle, as one of the main e-Learning platforms, provides tools to perform collaborative tasks. With these tasks, students are able to share documents and information. The means provided by Moodle are not enough to perform some collaborative tasks, such as sharing documents in real-time. In this scenario users must be aware of what is happening in the system effectively. We propose the use of Drag & Share within Moodle, a collaborative tool that allows users to synchronously share resources in real-time. Through this tool, tea

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Fauzi, Ahmad. "E-LEARNING BERBASIS MOODLE SEBAGAI MEDIA INFORMASI DAN KOMUNIKASI GUNA MENCEGAH PENYEBARAN COVID-19." An-Nisa' : Jurnal Kajian Perempuan dan Keislaman 13, no. 1 (2020): 28–39. http://dx.doi.org/10.35719/annisa.v13i1.23.

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To prevent the spread of Covid-19, various universities and schools began to implement e-learning. This is the application of application-based learning. There are many universities that have organized this learning model program and have passed their students' thesis and dissertation examinations by utilizing this technological sophistication. This paper explains the nature of e-learning model, both its characteristics, strengths, weaknesses and its benefits in preventing the spread of Covid-19. Basically, e-learning has two types, namely synchronous and asynchronous. The Synchronous is learn

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Fakhriyah, Fina, Siti Masfuah, and Farah Shoufika Hilyana. "Application Of Learning Science Concepts Through Sunan E-Learning." Jurnal Basicedu 5, no. 5 (2021): 3920–27. http://dx.doi.org/10.31004/basicedu.v5i5.1461.

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The purpose of writing this article is to describe the application of LMS (Sunan) in learning the concept of science in the Primary Teacher Education Study Department Universitas Muria Kudus before the covid-19 pandemic and after the covid-19 pandemic. Internet-based learning allows synchronous learning to occur with the main advantage that the learner and facilitator do not have to be in the same place. The use of Sunan helps to learn in a remote context and is limited to not meeting face to face during this covid-19 pandemic. In this era of e-learning, lecturers have an important role in usi

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ALTINTAS KAPTAN, Meric, Ecem EDIS, and Aslıhan UNLU. "ASSESSMENT OF SYNCHRONOUS ONLINE ARCHITECTURE EDUCATION FROM STUDENTS’ PERSPECTIVE." Turkish Online Journal of Distance Education 24, no. 4 (2023): 50–76. http://dx.doi.org/10.17718/tojde.1213077.

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This research aims to identify and investigate different dimensions and underlying factors influencing the successful implementation of e-Learning, from participants’ viewpoint, i.e. architecture students. To examine the constituents of an effective e-Learning experience in education, evaluation themes were formulated as overall substitutability level, cognitive performance, social interaction and engagement, student comprehension and comfort, personal preference, and learners’ satisfaction. Through literature survey and review of mostly referred factors affecting e-Learning efficiency, four d

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