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Journal articles on the topic 'Online asynchronous interaction'

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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1

Zhang, Ting, and Shengnan Yu. "Effects of Asynchronous Interaction on Positive Emotional Experiences of Learners during Online Learning." International Journal of Emerging Technologies in Learning (iJET) 18, no. 08 (2023): 48–60. http://dx.doi.org/10.3991/ijet.v18i08.38703.

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Abstract—Online education is appreciated by an increasing number of people, and how to guarantee positive emotional experiences of learners during online learning becomes a core problem that has become the concern of education researchers. Online asynchronous interaction is an important communication method among learners during online learning. Owing to shortages and defects in time and space, interaction channel, and interaction content, online learning easily produces many “emotional blanks.” This research reviewed studies on online asynchronous interaction and emotional experiences at home

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Anas, Ismail, Sahril Nur, Afdaliah Afdaliah, Irmawati Irmawati, and Akhmad Akhmad. "A DEEP DIVE INTO GRADUATE STUDENTS’ SELF-EFFICACY AND ACADEMIC INTERACTION IN ONLINE LEARNING." LLT Journal: A Journal on Language and Language Teaching 27, no. 1 (2024): 174–97. http://dx.doi.org/10.24071/llt.v27i1.5548.

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Research into self-efficacy has received widespread recognition in the literature. However, little study has been done on students’ self-efficacy in asynchronous online academic interactions. This study examined graduate students’ self-efficacy in regulating their online interaction strategies. Grounded in the Asynchronous Online Self-Regulated Learning Inventory (AOSRLI), the study employed a virtual case study using an online self-assessment survey and focus group interview. Seventy-eight English education master students from two universities were approached and agreed to participate in the

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So, Suk, and Bokyeong Kim. "The Relationship between Interactions of Class Members’ and Learning Persistence in Asynchronous Online Instructions: Sequential Mediating Effects of Online Self-Regulated Learning and Negative Emotions." Korea Association of Yeolin Education 32, no. 4 (2024): 1–21. http://dx.doi.org/10.18230/tjye.2024.32.4.1.

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This study is an empirical study to confirm the influence of online self-regulated learning and negative emotions in the relationship between class members’ interactions and learning persistence in asynchronous online instruction. To this end, data was collected and analyzed for 447 college students. The results are as follows. First, the mediating effects of online self-regulated learning were positively significant and negative emotions were negatively significant in the relationship between class members’ interaction and learning persistence. Second, the sequential mediating effects of onli

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AL-OMAIRI, ALHAM RASHID AAMIR, and SOON HIN HEW. "Students’ Satisfaction Of Online Learning In Oman." F1000Research 11 (January 26, 2022): 101. http://dx.doi.org/10.12688/f1000research.73579.1.

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Background: Due to the development facilitated by modern technology, the world has become a small village with instantly changing methods of education. Online education has become an alternative method for course delivery used by colleges and universities globally. Methods: The population of this study was N=564 students enrolled in asynchronous online learning at the College of Sharia Sciences in the Sultanate of Oman for the academic year 2020-2021. The survey instruments from “The Student Satisfaction Survey” developed by Strachota (2006) were utilized in this study. The survey included ite

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AL-OMAIRI, ALHAM RASHID AAMIR, and SOON HIN HEW. "Students’ Satisfaction Of Online Learning In Oman." F1000Research 11 (November 21, 2022): 101. http://dx.doi.org/10.12688/f1000research.73579.2.

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Background: Due to the development facilitated by modern technology, the world has become a small village with instantly changing methods of education. Online education has become an alternative method for course delivery used by colleges and universities globally. Methods: The population of this study was N=564 students enrolled in asynchronous online learning at the College of Sharia Sciences in the Sultanate of Oman for the academic year 2020-2021. The survey instruments from “The Student Satisfaction Survey” developed by Strachota (2006) were utilized in this study. The survey included ite

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Forbes, Dianne. "Student expectations of peers in academic asynchronous online discussion." Journal of Open, Flexible and Distance Learning 26, no. 1 (2022): 27–41. http://dx.doi.org/10.61468/jofdl.v26i1.505.

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In open, flexible, and distance learning, asynchronous online discussion persists as a popular means of interaction and collaboration. The research literature abounds with consideration of instructor roles and expectations of teachers and tools. Student-to-student interaction is widely acknowledged as a salient benefit of asynchronous online discussion, with implications for collaborative learning and problem-solving, as well as student satisfaction and course commitment. But what do students expect of their peers when communicating online for learning purposes? This question has seldom been c

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Healy, Niamh, Triona Cowman, Arathi Noronha, et al. "Evaluating asynchronous online education for midwives and nurses in the Republic of Ireland." British Journal of Midwifery 33, no. 2 (2025): 76–82. https://doi.org/10.12968/bjom.2024.0074.

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Background/Aims Asynchronous online education for midwives and nurses has become more popular, but evaluation is required to ensure quality and continuous improvement. This study aimed to evaluate six asynchronous online learning courses provided to midwives and nurses in the Republic of Ireland. Methods This descriptive study captured 1413 participants' reactions from post-programme evaluation questionnaires, which were analysed with descriptive statistics. Results There was a high level of satisfaction with the courses and most respondents preferred asynchronous online learning. Benefits wer

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Samburskiy, Denis, and Joy Quah. "Corrective Feedback in Asynchronous Online Interaction: Developing Novice Online Language Instructors." CALICO Journal 31, no. 2 (2014): 158–78. http://dx.doi.org/10.11139/cj.31.2.158-178.

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Lucas, Margarida, and António Moreira. "A Visual Representation of Online Interaction Patterns." JUCS - Journal of Universal Computer Science 21, no. (11) (2015): 1496–507. https://doi.org/10.3217/jucs-021-11-1496.

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To understand learning processes we need to consider many different aspects that come into play within online learning environments, including mediating tools, learners' actions, their engagement in online discussions and how such discussions unfold over time. Content analysis of asynchronous discussions is usually applied to study knowledge construction, but little attention is paid on how interactions relate to each other over time and influence each other. Visual representations of online interactions can help us make sense of the temporal dimension of learning and its relation with other c

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Almodiel, Myra Collado. "Analyzing Online Learners’ Knowledge Construction in Asynchronous Discussion Forums Using Interaction Analysis Model." International Journal in Information Technology in Governance, Education and Business 4, no. 1 (2022): 1–11. http://dx.doi.org/10.32664/ijitgeb.v4i1.93.

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For the past decades, interest in research studies focusing on how interaction and learning take place, and how computer-mediated asynchronous tools such as Asynchronous Discussion Forum (ADF) opens opportunities for online learners to collaborate and construct knowledge, has elevated among online learning advocates and practitioners. Related literature on knowledge construction in discussion forums is now seen as an essential part of the teaching and learning process in an online learning environment. As we move from traditional to virtual classrooms, the need to look into models and approach

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Kimbrel, Laurie A. "The Impact of a Structured Protocol on Graduate Student Perception of Online Asynchronous Discussions." Journal of Curriculum and Teaching 9, no. 3 (2020): 172. http://dx.doi.org/10.5430/jct.v9n3p172.

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Instructors of online courses face unique challenges to ensure student interaction with course material. Sometimes, even the most exciting content is insufficient in an attempt to engage students. Online, asynchronous discussions offer promise as a means to increase student-to-student and student-to-content interaction and, ultimately, student satisfaction with online courses. The modification of structured discussion protocols designed for use in face to face environments offers instructors of online courses an efficient method of adding purpose and structure to asynchronous discussions. This

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Lin, Xi, and Li Gao. "Students' sense of community and perspectives of taking synchronous and asynchronous online courses." Asian Journal of Distance Education 15, no. 1 (2020): 169–79. https://doi.org/10.5281/zenodo.3881614.

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The Coronavirus (COVID-19) outbreak has forced all universities in China to shut campuses and moved to distance learning in response to epidemic prevention and control. This is the first time that college courses have been completely delivered online across the nation. Therefore, this study examines Chinese college students’ sense of community and their perspectives of taking online courses in synchronous and asynchronous teaching formats. A total of 1189 students participated in the study from a northeastern university in China. Results indicate that students have a stronger sense of co

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Cahyani, Ni Made Wahyu Suganti, Ni Komang Arie Suwastini, Gede Rasben Dantes, I. Gusti Agung Sri Rwa Jayantini, and I. Gusti Ayu Agung Dian Susanthi. "BLENDED ONLINE LEARNING: COMBINING THE STRENGTHS OF SYNCHRONOUS AND ASYNCHRONOUS ONLINE LEARNING IN EFL CONTEXT." Jurnal Pendidikan Teknologi dan Kejuruan 18, no. 2 (2021): 174. http://dx.doi.org/10.23887/jptk-undiksha.v18i2.34659.

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The ubiquitous use of digital technology brings the inevitability of online learning and its varying degree of teacher-student interactions, both in synchronous and asynchronous online learning modes. This present study reviews the strength and weaknesses of the two online learning modes to propose the use of blended online learning as the combination that harvests the strengths of asynchronous and synchronous modes of online learning with the opportunity to cover each other's weaknesses. The recent study employed Aveyard's literature review model as a method for gaining a comprehensive unders

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Osman, Siti Zuraidah Md. "Combining Synchronous and Asynchronous Learning: Student Satisfaction with Online Learning using Learning Management Systems." Journal of Education and e-Learning Research 9, no. 3 (2022): 147–54. http://dx.doi.org/10.20448/jeelr.v9i3.4103.

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Students' satisfaction, knowledge, skills and attitude towards learning (KSAs), engagement and interaction in online learning are essential indicators in ensuring that the Learning Management System (LMS) is utilised effectively and efficiently. However, most students become passive listeners and observers during online teaching and learning activities on the LMS platform, both in synchronous and asynchronous learning. Therefore, this study aimed to identify student satisfaction in terms of KSAs, engagement and interaction with a combination of synchronous and asynchronous learning in online l

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Kim, Sohee, Sunghee Cho, Joo Yeun Kim, and Dae-Jin Kim. "Statistical Assessment on Student Engagement in Asynchronous Online Learning Using the k-Means Clustering Algorithm." Sustainability 15, no. 3 (2023): 2049. http://dx.doi.org/10.3390/su15032049.

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In this study, statistical assessment was performed on student engagement in online learning using the k-means clustering algorithm, and their differences in attendance, assignment completion, discussion participation and perceived learning outcome were examined. In the clustering process, three features such as the behavioral, emotional and cognitive aspects of student engagement were considered. Data for this study were collected from undergraduate students who enrolled in an asynchronous online course provided by Kyung Hee University in Republic of Korea in the fall semester of 2021. The st

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Fadhilah, Murni, Sela Sutrisna, Siti Nuri Muslimah, and Muhammad Taufik Ihsan. "An Exploring Methods in Online Learning: Synchronous and Asynchronous." ETDC: Indonesian Journal of Research and Educational Review 1, no. 1 (2021): 74–81. https://doi.org/10.51574/ijrer.v1i1.55.

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Online learning is becoming increasingly important for several reasons. Especially during the pandemic, since pandemic COVID-19, the teaching and learning process has changed from the traditional face-to-face classroom into online distance learning. Online education is a definite trend that will continue to grow in the years ahead. Online teaching and learning methods can be divided into two groups: synchronous and asynchronous learning. In this case, we will explain the differences and provide some advantages and disadvantages of synchronous and asynchronous learning. Synchronous learning is

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Palvia, Shailendra, and Vic Matta. "Comparing student perceptions of in-class, online synchronous, and online asynchronous instruction." World Journal on Educational Technology: Current Issues 15, no. 3 (2023): 303–20. http://dx.doi.org/10.18844/wjet.v15i3.8656.

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This article compares the efficacy of undergraduate teaching for in-class, online synchronous, and online asynchronous modes of instruction with implications for adapting the modes of instruction in computer information processing. The study uses a repeated measures design with pairwise comparisons while controlling for instructor, students, and course content across these modes of instruction. The study examines the following six perceptions held by students: instructional aspects such as instructor facilitation, student-to-student interaction, instructor-to-student interaction, course design

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Pestean, V. "Didactic Approaches for a Quality Digital Learning." 12th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 12, no. 1 (2021): 31. http://dx.doi.org/10.35609/gcbssproceeding.2021.12(31).

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The research whose result is illustrated in this paper investigates the ways in which teachers overcome the temptation to limit the lesson only to content delivery and assessment. This paper identifies and explains the types of interactions facilitated by teachers during online classes. An important part of the paper is intended to clasify the most successful techniques that stimulate synchronous and asynchronous interactions in teacher-student relationship in primary school. The professional experience of the teachers included in this research is explored and capitalized on, in order to decid

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Hoque, Enamul, and Giuseppe Carenini. "Interactive Topic Modeling for Exploring Asynchronous Online Conversations." ACM Transactions on Interactive Intelligent Systems 6, no. 1 (2016): 1–24. http://dx.doi.org/10.1145/2854158.

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Moosa, R. "Mediating epistemological access through asynchronous online discussion forums during the COVID-19 pandemic: Implications for re-imagining online collaborative self-directed peer engagement and learning." South African Journal of Higher Education 36, no. 4 (2022): 117–36. http://dx.doi.org/10.20853/36-4-5177.

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The COVID-19 pandemic precipitated the burgeoning of online learning and asynchronous online discussion forums in higher education due to restrictions on face-to-face teaching and learning interactions. Previous research on asynchronous online discussion forums focused on the processes that enhance or limit discussion threads and how discussion posts develop students’ reflection and critical thinking skills. Although asynchronous online discussion forums are regarded as spaces for interactive learning, very little is known about how they facilitate epistemological access and enable collaborati

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Savolainen, Reijo. "Seeking and sharing information dialogically." Journal of Documentation 75, no. 3 (2019): 530–49. http://dx.doi.org/10.1108/jd-09-2018-0140.

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Purpose Drawing on the ideas of conversation analysis (CA), the purpose of this paper is to elaborate the picture of dialogical information seeking and sharing. To this end, information seeking and sharing are approached as interactive online talk occurring in an asynchronous discussion forum. Design/methodology/approach The conceptual framework is based on the elaboration of Schegloff’s model for sequence organisation in spoken conversation. As a result, ten categories constitutive of asynchronous online talk were identified. It was further examined how online talk of this type is structured

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Daher, Wajeeh, Ahlam Anabousy, and Essa Alfahel. "Elementary Teachers’ Development in Using Technological Tools to Engage Students in Online Learning." European Journal of Educational Research me-11-2022, me-11-issue-2-april-2022 (2022): 1183–95. http://dx.doi.org/10.12973/eu-jer.11.2.1183.

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<p style="text-align: justify;">Technological tools are means by which online teaching could encourage the engagement of students, especially elementary students. The present research studies how elementary teachers develop their use of technological tools in their asynchronous and synchronous online teaching, specifically when this online teaching occurs during emergency education. The research was conducted in the academic year 2019/2020. We interviewed two elementary teachers, where one of them taught asynchronous lessons more than synchronous, while the second taught synchronous less

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Astrid, Annisa, Dwi Rukmini, Sri Wuli Fitriati, and Syafryadin. "Experiencing the Peer Feedback Activities with Teacher’s Intervention through Face-to-Face and Asynchronous Online Interaction: The Impact on Students’ Writing Development and Perceptions." Journal of Language and Education 7, no. 2 (2021): 64–77. http://dx.doi.org/10.17323/jle.2021.10585.

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The objectives of this study were to compare the impact of peer feedback implementation with teacher involvement through training in the classroom and asynchronous online communication on the quality of students' writing revisions, as well as to investigate students' perceptions of peer feedback activities. Twenty-five students participated in the experimental study. Eleven students were willingly to be interviewed. Inferential statistical analysis was used to interpret the quantitative data collected from students’ essay writing scores. Meanwhile, the data obtained through observations and in

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HUANG, CHWEI ING, YAHAYA NORAFFANDY, LAXMAN KUMAR, and MUGAHED AL-RAHMI WALEED. "EXAMINING LEARNERS' INTERACTION PATTERN IN ASYNCHRONOUS TEXT-BASED ONLINE LEARNING." i-manager's Journal of Educational Technology 16, no. 4 (2020): 9. http://dx.doi.org/10.26634/jet.16.4.16597.

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Bari, Moncef, and Minh Thi Ai Nguyen. "Online Study during Covid’ 19: What Students Like and Dislike in Online Courses." International Journal of Learning and Development 14, no. 1 (2024): 143. http://dx.doi.org/10.5296/ijld.v14i1.21712.

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This article presents the results of a research about the students’ likes and dislikes in online courses. The project used surveys to the students of the Dalat University in Vietnam conducted during the fall term of 2021. After analyzing the sample of 708 students, it appears that the main findings are somehow close to many studies conducted at the same time approximately. Mainly, the students like the flexibility of asynchronous courses and the availability of the learning material at any time. They dislike the lack of interaction with the teachers and their classmates. As for online asynchro

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Abdullah Alharbi, Mohammed. "Patterns of EFL Learners’ and Instructor’s Interactions in Asynchronous Group Discussions on Free Writing." Journal of Information Technology Education: Research 17 (2018): 505–26. http://dx.doi.org/10.28945/4143.

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Aim/Purpose: The aim of the present study was to examine peer interactions and the instructor’s facilitation of online asynchronous group discussions on free writing among 20 learners of English as a foreign language (EFL) joining one Saudi university over one academic semester. The study also attempted to explore the views of the learners on the online interactions. Background: Peer interaction has been one of the interesting topics for research on the applications of computer mediated communication (CMC) tools among learners in different domains, including language learning and writing. Howe

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O’Reilly, Kimberly. "Faculty Presence Promotes Quality Of Education In The Online Asynchronous Classroom." Contemporary Issues in Education Research (CIER) 2, no. 3 (2011): 53. http://dx.doi.org/10.19030/cier.v2i3.1087.

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As online education continues to thrive, as indicated by increased acceptance and growing enrollment numbers, schools must strive to provide high quality educational opportunities to their students. Interaction within the classroom is one method of instruction that has been accepted in traditional settings and should be utilized within online classrooms as well. A review of the literature that addresses how interaction creates presence within the online environment will help to establish how interaction creates presence and will describe what tools faculty should utilize and the types of prese

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Randi, Nurdin, and Ana Kuliahana. "TEACHING OF SPEAKING USING ASYNCHRONOUS E-LEARNING APPLICATIONS." Datokarama English Education Journal 3, no. 1 (2022): 34–47. http://dx.doi.org/10.24239/dee.v1i1.48.

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This research aimed to find out the use of asynchronous e-learning applications in teaching speaking and describe students’ perceptions of asynchronous e-learning applications in online English-speaking courses. The data in this research was collected qualitatively by using observation and focus group discussion. The observation was conducted on the use of asynchronous e-learning applications in teaching speaking. The focus group discussions have been done with thirteen students of Tadris English Department, UIN Datokarama Palu, who were taught using asynchronous e-learning in 2020/2021. This

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Ahmad, Dian Resty Pratiwi. "ASYNCHRONOUS COMPUTER MEDIATED COMMUNICATION: AN EXPLORATORY STUDY ON STUDENTS’ E-LEARNING EXPERIENCE AND THEIR INTERACTION." Journal of Islam and Science 8, no. 2 (2021): 110. http://dx.doi.org/10.24252/jis.v8i2.23508.

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Asynchronous CMC is an online learning that has time difference between the period of teaching using online apps and the messages. This study aimed to find out students’ interaction and activities on the asynchronous CMC through Google Classroom and Whatsapp Group. This study employed mixed method namely exploratory research design. There were 20 participants involved as the sample of this study. The qualitative data were collected and analysed in order to develop the quantitative instrument. Thus, this research used observation recordings and questionnaire which consisted of 12 main questions

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Han, Hae Min. "How to Enhance Interactions through Media in Synchronous Korean Class: Focused on Teaching and Learning Case of <Korean through Media> at The Hong Kong Polytechnic University." Korean Society of Bilingualism 82 (March 31, 2021): 193–226. https://doi.org/10.17296/korbil.2021..82.193.

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This study aims to suggest how to enhance interaction among learners, content and teacher in synchronous classes. All classes in the education field have to be conducted via asynchronous or synchronous classes due to COVID-19, though previous research has been concerned about effective teaching and learning in online education. However, most previous research showed superficial present conditions without investigating the theoretical background of synchronous classes. Therefore, this study examines the theoretical background of online interaction as well as practical ways to enhance interactio

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Çardak, Çigdem Suzan. "A Multi-Perspective Investigation into Learners’ Interaction in Asynchronous Computer-Mediated Communication (CMC)." Higher Education Studies 6, no. 2 (2016): 61. http://dx.doi.org/10.5539/hes.v6n2p61.

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<p>This article focusses on graduate level students’ interactions during asynchronous CMC activities of an online course about the teaching profession in Turkey. The instructor of the course designed and facilitated a semester-long asynchronous CMC on forum discussions, and investigated the interaction of learners in multiple perspectives: learners’ views, participation in terms of quantity, participation in terms of discussed issues and collaborative construction of new knowledge. 14 graduate students were participated in the study and 12 of them were interviewed. Meanwhile, 345 message

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Pestean, Valeria. "Didactic Approaches for a Quality Digital Learning." GATR Global Journal of Business and Social Science Review (GATR-GJBSSR) Vol.9(3) JULY - SEPTEMBER 2021 9, no. 3 (2021): 233–41. http://dx.doi.org/10.35609/gjbssr.2021.9.3(5).

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Objective -This paper identifies and explains the types of interactions facilitated by teachers during online classes. Methodology/Technique - An important part of the paper is intended to classify the most successful techniques that stimulate synchronous and asynchronous interactions in teacher-student relationship in primary school. Finding - The research whose result is illustrated in this paper investigates the ways in which teachers overcome the temptation to limit the lesson only to content delivery and assessment. Novelty - The professional experience of the teachers included in this re

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Costa, João, João Barata, Sara João, and Daniel Barbosa. "Principles for Engineering Social Interaction in Asynchronous Mobile Games." International Journal of Gaming and Computer-Mediated Simulations 13, no. 3 (2021): 1–16. http://dx.doi.org/10.4018/ijgcms.290306.

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Since their first appearance, mobile devices have had exponential technological growth and have gained other functionalities besides standard calls and messaging services. With the advent of smartphones, the mobile gaming market has grown enormously to become one of the most widespread forms of gaming. This paper devises guidelines for engineering online multiplayer asynchronous mobile games. The findings emerge from the launch of a new game where, alternately, players try to guess the answers given by other players to a given set of questions. Departing from the meaning of usability in ISO 92

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Entusiastik and Yuniar D. A. Siregar. "THE ROLE OF CLASSROOM INTERACTION IN ONLINE LEARNING: VOICES FROM THE STUDENTS." JEELS (Journal of English Education and Linguistics Studies) 9, no. 1 (2022): 51–71. http://dx.doi.org/10.30762/jeels.v9i1.4182.

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The importance of classroom interaction in learning has been widely researched. Through the lens of sociocultural theory, classroom interaction could be seen as mediation for learning where learners develop their knowledge and understandings through collaborative activities and dialogic processes which take place during the learning process in class. This paper qualitatively explores the types of classroom interaction that take place in an online learning environment to analyze factors that impacted and shaped classroom interactions. Further, how students perceive each type of interaction and

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Duvall, Matthew, Anthony Matranga, and Jason Silverman. "Designing for and facilitating knowledge-building discourse in online courses." Information and Learning Sciences 121, no. 7/8 (2020): 487–501. http://dx.doi.org/10.1108/ils-04-2020-0081.

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Purpose Founded in sociocultural theories of learning, the authors argue that engaging learners in collaborative knowledge building is critical. When responding to others’ ideas, research shows that learners in online settings more frequently focus on surface-level aspects of colleagues’ contributions – sharing, comparing and praising – rather than engaging in knowledge building. Collaborative, knowledge-building discourse includes generative interactional practices that feature disagreeing, negotiating meaning, testing and reflecting on co-constructed ideas, summarizing conversations and maki

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Nami, Fatemeh, S. Susan Marandi, and Elaheh Sotoudehnama. "Interaction in a discussion list: An exploration of cognitive, social, and teaching presence in teachers’ online collaborations." ReCALL 30, no. 3 (2018): 375–98. http://dx.doi.org/10.1017/s0958344017000349.

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AbstractDiscussion lists have gained a significant popularity in professional development research over the past few decades for the opportunity they provide for asynchronous interaction. This article presents findings from a small-scale case study that aimed at exploring the nature of teachers’ asynchronous exchanges in a discussion list. The data comprised the archived log of the messages in a Yahoo Group discussion list by five in-service English as a foreign language (EFL) teachers who volunteered to take part in a hybrid computer-assisted language learning (CALL) teacher education course

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Fu, Ella L. F., Jan van Aalst, and Carol K. K. Chan. "Toward a classification of discourse patterns in asynchronous online discussions." International Journal of Computer-Supported Collaborative Learning 11, no. 4 (2016): 441–78. http://dx.doi.org/10.1007/s11412-016-9245-3.

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Saluky and Nurul Bahiyah. "Revolutionizing Education: Unlocking the Potential of Asynchronous Video for Interactive Online Learning." International Journal of Education and Humanities 3, no. 2 (2023): 187–96. http://dx.doi.org/10.58557/(ijeh).v3i2.149.

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The traditional education landscape has witnessed a significant transformation in recent years due to advancements in technology and the growing demand for flexible learning options. Asynchronous video has emerged as a powerful tool in online education, offering learners the freedom to access course materials and engage with interactive content at their own pace and convenience. This paper explores the potential of asynchronous video in revolutionizing education by unlocking new possibilities for interactive online learning. The paper begins by discussing the limitations of traditional synchro

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Jo, I., Y. Park, and H. Lee. "Three interaction patterns on asynchronous online discussion behaviours: A methodological comparison." Journal of Computer Assisted Learning 33, no. 2 (2017): 106–22. http://dx.doi.org/10.1111/jcal.12168.

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Küçük, M., E. Genç‐Kumtepe, and D. Taşcı. "Support services and learning styles influencing interaction in asynchronous online discussions." Educational Media International 47, no. 1 (2010): 39–56. http://dx.doi.org/10.1080/09523981003654969.

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Shelton, Brett E., Jui-Long Hung, and Patrick R. Lowenthal. "Predicting student success by modeling student interaction in asynchronous online courses." Distance Education 38, no. 1 (2017): 59–69. http://dx.doi.org/10.1080/01587919.2017.1299562.

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Zhu, Erping. "Interaction and cognitive engagement: An analysis of four asynchronous online discussions." Instructional Science 34, no. 6 (2006): 451–80. http://dx.doi.org/10.1007/s11251-006-0004-0.

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Yuyun, Ignasia. "Investigating university student engagement in online learning: A case study in EFL classroom." Indonesian Journal of Applied Linguistics 12, no. 3 (2023): 648–67. http://dx.doi.org/10.17509/ijal.v12i3.46035.

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The COVID-19 pandemic outbreak inevitably impacts the shift in teaching and learning activities worldwide. Online learning has been commonly applied in education, particularly in higher education. Notably, student engagement plays a pivotal role in the online classroom as it identifies critical elements of the learning process that can increase learning and outcomes. However, the question has been raised about whether student engagement between synchronous and asynchronous online classrooms is indistinguishable. Thus, this study investigates student engagement in a synchronous and asynchronous

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Evans, Anthony M., Christoph Kogler, and Willem W. A. Sleegers. "No effects of synchronicity in online social dilemma experiments: A registered report." Judgment and Decision Making 16, no. 4 (2021): 823–43. http://dx.doi.org/10.1017/s1930297500008007.

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AbstractOnline experiments have become a valuable research tool for researchers interested in the processes underlying cooperation. Typically, online experiments are asynchronous, participants complete an experiment individually and are matched with partners after data collection has been completed. We conducted a registered report to compare asynchronous and synchronous designs, where participants interact and receive feedback in real-time. We investigated how two features of synchronous designs, pre-decision matching and immediate feedback, influence cooperation in the prisoners dilemma. We

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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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Melnyk, Alla. "ENHANCING FLIPPED LEARNING: A COMPREHENSIVE METHODOLOGY FOR INTERGRATING ASYNCHRONOUS AND SYNCHRONOUS INTERACTION." Scientific and methodological journal "Foreign Languages", no. 1 (March 13, 2024): 22–33. http://dx.doi.org/10.32589/1817-8510.2024.1.298900.

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This article delves into effective flipped learning strategies for the training of future foreign language teachers, with a focus on developing their professionally oriented communicative competence. A methodological approach integrating asynchronous and synchronous interactions is proposed, highlighting the importance of independent learning activities, which are complemented by synchronous support to enhance engagement. This approach, underpinned by scientific literature, suggests that the evolution of asynchronous learning should strengthen the flipped learning methodology. It projects asyn

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Honesty Yonanda Ayudhia, Dwi Bayu Saputra, and Rahmi Fadilah. "Asynchronous Learning in Online English Class: Indonesian College Students’ Problems and Coping Strategies." EDULANGUE 5, no. 2 (2023): 270–88. http://dx.doi.org/10.20414/edulangue.v5i2.6020.

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Despite its prominence, research on asynchronous learning addressing students' issues and coping strategies, particularly in Indonesian EFL context remains sparse. This study aimed to address the research gap and uncover the students' issues in an asynchronous English class and how they cope with these challenges. The data were collected through questionnaire distributed to 67 students at an Indonesian university. The findings indicated certain issues that arise during asynchronous English lesson. The students found that a poor internet connection, social media distraction, a lack of interacti

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Schiek, Daniela, and Carsten G. Ullrich. "Using asynchronous written online communications for qualitative inquiries: a research note." Qualitative Research 17, no. 5 (2017): 589–97. http://dx.doi.org/10.1177/1468794117690216.

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Qualitative online inquiries are being used more and more but their use has been little methodologically refined so far. This is already true for a systematic differentiation between asynchronous/synchronous and oral/written varieties of communication and their specific benefits when we use them as qualitative research instruments. In this note, we focus on the methodological benefits of asynchronous online communication between absent communication partners with a time lag. Before doing so, we discriminate between synchrony and asynchrony in (human) social interaction and arrange them on a co

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Cooper, Thomas E. "A Study of Student Interactions During Asynchronous Mathematical Problem Solving." Journal of Educational Computing Research 41, no. 3 (2009): 271–85. http://dx.doi.org/10.2190/ec.41.3.b.

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This study was conducted to investigate the quality and nature of the students' interactions during asynchronous online problem solving in two sections of College Algebra taught by the author. In a shared-work section, students worked independently for an initial phase and had access to classmates' work during a follow-up phase. Students in the other section worked on the same assignments in designated small groups. The student work was used to develop a general coding scheme for asynchronous interaction and a refined coding scheme to determine whether a student used classmates' work, the leve

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Mondal, Himel, Shaikat Mondal, and Sharada Mayee Swain. "A Nationwide Online Survey on Comparative Preference of Face-To-Face Lecture, Online Synchronous, and Asynchronous Learning in Indian Undergraduate Medical Students." Journal of Nature and Science of Medicine 4, no. 3 (2021): 288–95. http://dx.doi.org/10.4103/jnsm.jnsm_158_20.

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Background: During the coronavirus disease-2019 pandemic, learning activity via the digital medium has suddenly increased. Medical teachers quickly adapted with synchronous (i.e., online classes), and asynchronous (i.e., video-and other materials-based learning) method of delivering the content to the students. Aim: We aimed to explore the comparative preference of face-to-face lecture, synchronous, and asynchronous learning among Indian undergraduate medical students. Materials and Methods: We conducted a cross-sectional nation-wide online survey in July–August 2020 with a snowball sampling t

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