Academic literature on the topic 'Synchronous e-learning'
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Journal articles on the topic "Synchronous e-learning"
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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 Effectiveness; 2) Asynchronous Learning E-Learning influences Learning Effectiveness; and 3) Google Meet Synchronous Learning affects E-Learning Asynchronous Learning.
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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 teaching activities.</em>
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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) were used as the instruments to investigate the research questions. Descriptive statistical analysis and multiple regression analysis were conducted in SPSS.</em> <strong><em>Results: </em></strong><em>Results of the analysis show that Chinese college students’ satisfaction of using the e-learning system regarding the learner interface, learning community, content, and personalization positively impacts their sense of online classroom community no matter in synchronous, asynchronous, or a blend of both synchronous and asynchronous online course format.</em> <strong><em>Implications: </em></strong><em>A well-developed e-learning system would enhance students’ sense of online classroom community. Specifically, the user interface, interaction, content arrangement, and personalization should be focused on when developing the e-learning system.</em>
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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 perceived the synchronous and asynchronous online learning modality as highly effective during the pandemic. Based on the findings, the following conclusions were drawn: The instructors maximized the use of the synchronous online teaching modality during the pandemic for engaging lectures and discussions; the instructors escalated the use of asynchronous online teaching modality which addressed the other needs not provided in the synchronous teaching; the students who belong to the Generation Z who are technology adequate are adaptive to the synchronous online learning modality; and, the students desired for continuous learning amidst the lockdown; hence, the asynchronous learning modality as supplemental in the teaching and learning process are appreciated by them.</em>
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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 cognitive process of acquiring knowledge or skill where electronic media and Information and Communication Technologies (ICT) in education serve as a medium. E-learning does not require any physical accommodation and can be self-paced. This is known as asynchronous learning. It may also be instructor-led and the user needs to attend various sessions which are scheduled by the instructor. This is known as synchronous learning. Due to this flexibility (asynchronous) and interactive collective learning (synchronous) E-learning has evolved tremendously. Studies have proven that E-learning has the capability to provide quality environment for future education.
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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 determined. The general tendencies, content, sources, means, forms and methods of ICT implementation in terms of strict quarantine circumstances are highlighted. Certain ICT tools implemented by higher educational establishments to provide distance learning in the educational institutions are defined. The key ways of overcoming the contradictions that arise in the path of self-improvement of a student in the present are called. The application of ICT tools by the teaching staff as an essential and effective instrument to modernize the educational process is emphasized. Online-learning environments, namely synchronous and asynchronous ones, essential to provide distance education, are mentioned. Various forms of interaction involved in synchronous and asynchronous modes are pointed out. The current practices of synchronous and asynchronous e-learning/teaching in English language are established. The results of the case study of the effectiveness of a/synchronous environments towards better English language learning are evaluated. The analysis of the strategy used in distance learning is presented. The leading instruments and tools for synchronous and asynchronous online-learning are stressed on. The description of "high degree of interactivity" between participants who are separated from each other geographically and in time by asynchronous learning environments is provided. The basic measures for the introduction of distance learning technologies in the educational institution, which do not contradict the principles of pedagogy, but supplement and promote the development of the process of education, are formulated. The preferences of students as for methods used during remote education are noted. Basic challenges for teachers, institutions, and students, provided by both synchronous and asynchronous modes of distance learning, are described.
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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 programs that effectively integrate these online learning and communication tools into the instructional scenario. E-learning allows teachers to choose from a variety of synchronous and asynchronous methods. Asynchronous methods allow for additional communication, while real-time or synchronous methods allow for in-process communication. The choice of communication tools associated with the training modules depends on the learning activity the trainer wants to perform. In this case, we recommend that you offer a variety of communication tools and design your e-learning course to meet the needs of your learners.
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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.
Full textDissertations / Theses on the topic "Synchronous e-learning"
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Er, Erkan. "Livelms: A Blended E-learning Environment, A Model Proposition For Integration Of Asynchronous And Synchronous E-learning." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610944/index.pdf.
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In distance education, lack of face-to-face communication prevents instructors from observing students&rsquo<br>activities efficiently, especially in crowded sessions, and consequently they fail to effectively assess the performance of distant learners. On the other hand, in spite of being physically distant, instructor should monitor students&rsquo<br>activities and assess their performance effectively so that learners can be informed as quickly as possible of how well they are doing.
This thesis aims to develop an e-learning tool for distance education that integrates asynchronous and synchronous learning environments to offer an enriched e-learning
platform. The tool enables instructor to keep track of students&rsquo<br>activities, assesses learners&rsquo<br>participation during online synchronous sessions dynamically, and provides asynchronous access to assessment data after the lectures. In this way, it is aimed to monitor performance of distant learners by the instructor more efficiently.
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Bukhari, Rabia Arfin. "Information Technology For E-learning in Developing C." Thesis, Högskolan i Borås, Institutionen Handels- och IT-högskolan, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-20442.
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E-learning is a rapidly emerging concept facilitating learners in the field of education. Continuous advancements in information technologies are enhancing the possibilities of its growth. Developed countries have realised its strength and adopted it warmly but in developing countries it is still a new concept. There are many limitations in developing countries for its implementation and growth. In my research I have identified the core limitations associated with the growth of E-learning in developing countries and found out some possible solutions. I have selected different subject areas which can support in solving my research questions. In the textual analysis I have found that different cultural, technological and awareness problems are creating obstacles for its implementation. In the empirical survey these problems are verified from the students and teachers who are associated with E-learning and would like to see its implementation in developing countries. In the results of my research findings I have shown how information technology can be helpful for enhancing the possibilities of E-learning and identified how sub systems of E-learning can support its growth.
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Sarmiento, Roman Eduardo. "EFFECTS OF USING VIDEO, AUDIO, OR MIXED CHANNELS FOR VICARIOUS LEARNER INTERACTIONS IN A SYNCHRONOUS E-LEARNING ENVIRONMENT." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/881.
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Technology changes often force teachers, trainers, instructional designers, and administrators to make instructional design and delivery decisions that ideally should be based upon pedagogy research. In many circumstances, however, a foundational pedagogy question is only recognized when a technology decision reveals it. Such is the case when deciding what mode (video or audio) to use for learner interaction in a synchronous online learning event. While some research has focused on the learning and the satisfaction of learners when they were interacting, almost no research has addressed the learning value of observing the interactions of other learners. The purpose of this research study was to investigate whether the mode in which direct learner interactions were made affected non-interacting learners' recall of content in a synchronous virtual learning environment. The participants in this study viewed one of three versions of a webinar on Multimedia Games for Learning: a) all learners interacted in video mode; b) all learners interacted in audio mode; or all learners interacted in both video and audio in a mixed mode. No statistically significant difference was found between the video, audio, and mixed treatment conditions in terms of the recall of content from the questions or comments made by directly interacting learners. However, a statically significant difference was found in non-interacting learners' recall of the contributions of direct interactors based on the mode of interaction within the mixed-mode group. Study participants recalled more of the contributions made in the audio mode of interaction than in the video mode when the modes were mixed. These findings suggest that designers of synchronous online learning may choose either video or audio mode without affecting those learners who are not directly interacting but should take care in mixing interaction modes within a single synchronous online learning event. The contributions of the study reach beyond the findings. The study supports vicarious interaction as a process worthy of research and e-Learning design consideration. It provides a model for experimental manipulation of "simulated" synchronous sessions, and it introduces recall of others' verbal contributions as an approach to measurement of the attention granted vicarious interactions by those not interacting directly with others.
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ae, hlim@pi ac, and Hwee Ling Lim. "Constructing Learning Conversations: A Study of the Discourse and Learner Experiences of Online Synchronous Discussions." Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070422.203120.
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The aim of this qualitative case study is to gain greater insight into the impact of online synchronous (chat) interaction on the learning process from a sociocultural constructivist perspective in the context of an online undergraduate unit. Given the sparse research on the effectiveness of chat interaction in supporting knowledge construction processes, few appropriate analytical methods available for examining educational chat discourse, together with the pedagogical imperative to determine the extent to which the real-time computer-mediated communication (CMC) mode satisfies student learning needs, this study fills the gaps in current research by examining the impact of chat interaction in facilitating participation, knowledge construction, and quality of online learning experience of two different online tutorial groups.
Although the literature largely regards chat interaction as fragmented and characterized by interactional incoherence that disrupts the dialogic knowledge construction process, findings from this single-embedded case study of tutorial groups 1 and 4 (G1 and G4), involved in weekly critical discussions on set-readings over 11 weeks (one semester), show that chat interaction is more structured and complex than the literature suggests.
This study utilizes a new methodological design that integrates discourse and social network analytical methods which are triangulated with self-reports of learning experiences from an online survey instrument. The application of a refined Exchange Structure Analysis coding instrument (Kneser, Pilkington, & Treasure-Jones, 2001) with social network analysis (Wasserman & Faust, 1994; Scott, 2000) to transcripts of chat interaction shows educational chat discourse to be coherent; reflecting the typical structure of pedagogical classroom exchanges. Findings from this study further establish that chat interaction enables participation opportunities in tutorial discussions which are valued as important, with variations in levels of participation within and between groups suggesting a pattern of active and peripheral participation which is not necessarily detrimental to learning.
Chat interaction is also found to facilitate collaborative sharing of individual understandings and critical negotiation of meaning which are characteristic of the knowledge construction process, in the form of information-sharing and topic development phases in the exchanges of both groups. Although it is beyond the scope of this study to determine the exact form of knowledge constructed, individual and mutual appropriations of shared knowledge through chat interaction are reported by both groups.
A between group comparison of available tutor scaffolding reveals consistently weak G1 tutor presence compared to strong G4 tutor support at the initial learning stages with gradual withdrawal of scaffolding over time. These results suggest differences in quality of online educational experiences which are confirmed by findings that compared to G1, G4 reported greater satisfaction with more chat tutorial factors; indicating an overall more positive, higher quality of experience with collaborative learning and group work processes afforded by the chat interaction.
With its methodological design, instruments, and findings, this study contributes to existing knowledge on online interaction, advances on previous studies regarding impact of chat interaction on learning, and offers directions for future work in the fields of educational technology, linguistics, and group dynamics in educational social networks. When extrapolated to comparable cases, findings from this study could guide the pedagogical design of collaborative-constructivist learning activities that takes into account the role of chat interaction in the construction of learning conversations.
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Sund, Sebastian. "Ehh, Lärande Eller E-Lärande : En intervjustudie om medarbetares upplevelser av e-lärande i arbetslivet." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-451944.
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Syftet med föreliggande studie är att bidra med ökad kunskap om e-lärande i arbetslivet. E-lärande har i föreliggande studie definierats i enlighet med Clark och Mayers (2016) som; ”instruktion levererad på en digital enhet och som är menad att främja lärandet [egen översättning]” (2016, s. 38). Emellertid har studien valt att begränsa sig till endast dator som digital enhet. Föreliggande studie belyser även multimedia inom e-lärande som relevant då multimedia utgör en vital del av e-lärande. För att besvara studiens syfte användes två frågeställningar för att undersöka; (1) medarbetares upplevelse av e-lärande och (2) medarbetares upplevelse av multimedia inom e-lärande. Båda inom kontexten för arbetsplatslärande. Baserat på studiens syfte valdes en kvalitativ ansats där studiens material har bestått av semistrukturerade intervjuer med medarbetare inom den offentliga sektorn. Materialet har utifrån teoretiska begrepp och utgångspunkter bearbetats och analyserats genom en tematisk analys. Resultatet påvisade att vilka delar och hur delarna var utformade påverkar medarbetares upplevelse av e-lärande på arbetsplatsen. Resultatet tydde på att syftet med e-lärandet, tidsuppfattningen av e-lärande och vilken typ av kommunikation som inkluderades hade påverkan på medarbetares upplevelse av e-lärande på arbetsplatsen. Vidare visar resultatet att ett inkluderande av multimedia är en främjande faktor för lärandet vilket påvisar dess påverkan på medarbetares upplevelse av multimedia inom e-lärande. Emellertid tyder resultatet på att för mycket information som presenteras genom multimedia är hämmande för lärandet och således påverkar även det medarbetares upplevelse av multimedia inom e-lärande.<br>The purpose of this study has been to contribute with increased knowledge about e-learning in workplaces. E-learning have in this study been defined as “instruction delivered on a digital device (such as a desktop computer, laptop computer, tablet, or smartphone) that is intended to support learning” (Clark & Mayer, 2016, s. 38) which is in accordance with the definition by Clark and Mayers (2016). However, this study chosen to limit the definition too only include computer as the digital device. Multimedia can be seen as an important part of e-learning and therefore multimedia has been included in this study. In order for the study to serve its purpose two separate research question has been defined to examine; (1) employee’s experience of e-learning and (2) employee’s experience of multimedia in e-learning. Both in the context of workplace learning. Based on the purpose of the study a qualitative method has been chosen and the research materials have consisted of semi-structured interviews with employees in the public sector. Based on the study’s theoretical framework, the research materials have been analyzed through a thematic analysis. The presented result shows that employee’s experience of e-learning is affected by which component of e-learning and the content of the components of e-learning is used. It’s shown that the purpose of e-learning, time and the ability to collaborate with others are key components of e-learning. Furthermore, including multimedia is enhancing for learning which indicates its effect on the employee’s experience of multimedia in e-learning. However, the results indicate that too much information presented through multimedia can impede the learning and therefore the employee’s experience of multimedia in e-learning is affected by the amount of information presented.
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Katakalos, George. "Problems of communication, collaboration and cooperation in multicultural groups engaged in e-learning through synchronous text-based communication." Thesis, University of Sheffield, 2012. http://etheses.whiterose.ac.uk/14663/.
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Research Aim: This PhD thesis is focused on investigating whether culture can pose conflicts to the communication, collaboration and/or cooperation of multicultural groups comprised by students coming from South East Europe (SEE) and studying in Greece, by using synchronous text-based chat. Thus, this PhD attempts to answer the following research question: "Are there problems of communication, collaboration and cooperation in multicultural groups engaged in eLearning activities by using synchronous text-based communication?" Methodology: In order to investigate the existence of cultural conflicts, the research design for the study adopted logical positivism as an epistemology through the use of quasi-experiments. More specifically the research is based on two components: questionnaires to re-evaluate Hofstede's Cultural Dimensions Theory and provide an initial expectation of the interaction behavior between the students from the cultures participating; and quasi-experiments to explore multicultural communication conflicts in the context of a meaningful learning activity. The students, who participated on this research, were undergraduate students from Computer Science and Business Administration and Economics departments of CITY Liberal Studies. The students who volunteered to participate were fourteen Greeks, fourteen FYROMs (Former Yugoslav Republic of Macedonia), four Serbians, four Albanians, and four Bulgarians were selected. Students were allocated to four monocultural (control) or to four multicultural groups (experimental). In particular, the students were split into four control groups (two groups with five (5) students each from FYROM and two groups with five (5) students each from Greece) and four (4) multicultural groups (having one student from each nationality). At the first stage, Hofstede's questionnaires were used in order to provide a better understanding of the cultural backgrounds of each participant. The dramatic changes that SEE region faced during the recent years have made the replication of Hofstede's questionnaires and the re-calculation of new values for each dimension a necessity. At the second stage, quasi-experiments were performed in order to explore areas of multicultural communication conflicts. After the identification of the conflicting multicultural communication areas, through the analysis of logs of communication during a purposely-designed activity, one-to-one interviews were employed in order to clarify and further explain the identified communication conflicts that resulted from the log analysis and their relation to culture. Research Findings: The outcome of the analysis process showed that although group communication was interrupted due to cultural misperception, misinterpretation and misunderstanding it never broke down and the groups were all able to fulfil the goals of the activity more or less. A summary of the behaviours identified in this PhD thesis (see section 7.3.3) is described in the next two paragraphs. Control groups, for instance, groups consisted from students from the same culture, tend to face less communication problems and develop mechanisms in order to trigger the involvement of silent members and control the structure of the conversation. Moreover, control groups showed the tendency to develop the "joyful mood" behaviour that led the discussion to become informal, causing the disturbance of the group and the failure of reaching the goal on the given time. Multicultural groups made the discussion more open in order to include all the different opinions presented in the discussion formulating a general answer. This behaviour of "generalizing the answer" exhibited in the multicultural groups led to the development of communication conflicts by students that were not satisfied by the generalized answers triggering behaviours like "vitiation of different opinion" having as a result the disturbance of the group communication for some turns or behaviours like "abrupt end" having as a result an immediate and coercive agreement of the group members. Conclusions: By examining the interaction of students in a synchronous eLearning activity, this PhD concludes that culture influences communication, collaboration and/or cooperation, even if the cultures of the participants are close. The initial expectations of the potentially conflicting areas provided from the questionnaire analysis were confirmed in the group interaction of the participants. Although, communication of the participants in the activity never broke down, multicultural conflicting areas were identified, in which the participants demonstrated a delay in providing an answer. These identified rnulticultural conflicting areas can provide the basis for an analytic tool for assessing and analysing cross-cultural communication conflicts. The communication experience, and the collaboration/cooperation of the users of eLearning environments can be enhanced, by tackling the identified conflicting areas. Research Limitations: The research was limited in terms of resources and time, which are the typical characteristics of a PhD study. Limitations in time did not allow the researcher to test potential solutions on re-runs of the experiments and replicate the experiment on different institutions and/or different cultures, allowing the results to be used outside this country's context. Moreover, the small numbers of the participants used in this research can add further to the problem of generalizing outside the study's context. Finally, the results could potentially be different if students were participating in actual eLearning courses from different places such as their home. Originality and contribution to current research: This PhD study is one of the few that examines cultural communication problems between students coming from close cultures with common history and background. On this premise, the findings that although cannot be generalised can contribute to current research by adding the consideration of students' cultural backgrounds into the communication elements offered in e-Learning environments. This PhD provided a first attempt into highlighting the importance of this consideration even from close/similar cultures. Moreover, the identified multicultural communication conflicts can be used to identify, prevent and manage miscommunication in multicultural group discussion. Finally, educational vendors in their existing e-Learning environments can use the identified conflicting areas in order to minimise the occurrence of cross-cultural conflicts.
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Ekermans, Gina. "An investigation into the usability of synchronous information technology for a virtual e-learning and information sharing environment at a university in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53275.
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Thesis (MComm)--Stellenbosch University, 2003.<br>ENGLISH ABSTRACT: As the information age evolves, society is undergoing changes based on developments
in technology that have tremendous implications for the educational systems. Institutions
of tertiary education are increasingly facing the pressures of globalisation. Associated
with this is the knowledge society that demands experience with technology, different
skills and a different learning experience (US, 2001). Furthermore, new information and
communication technologies have demonstrated the potential to transform the way that
knowledge is packaged, delivered, accessed and acquired, thereby altering higher
educations' core production and delivery processes. Institutions of tertiary education that
want to remain competitive, both locally and internationally, should, therefore, act proactively
to facilitate the successful and innovative integration of relevant technologies
into currently established practice and procedures.
The University of Stellenbosch (US) recognises the importance of staying abreast with
these global and local changes. The Virtual Information Space (VIS) project for optimal
information sharing is a research initiative that developed as a direct response to the
need for an inquiry into the functionality of alternative synchronous and asynchronous
computer-mediated communication media (CMC), to be provided as part of the
technological infrastructure of the US for enhanced information sharing and
communication. The VIS project provides the framework within which this study was
conducted.
The aim of this study was to conduct an exploratory study through the use of empirical
research and prototyping, by quantification of the usability of synchronous CMC media,
for application in the South-African on and off-campus tertiary education environment
(focused at post graduate level), in order to enhance information sharing between inter
alia, information service suppliers, lecturers, students and researchers at the US. It was
anticipated, however, that the degree to which the synchronous CMC media add value
to the learning and information sharing processes within the VIS, will be influenced by
the usability of the software applications within which the media are embedded, the
perceived need of the role-players for the media, as well as the feasibility and viability of
the systems when employed within the technological infrastructure of the US. These elements were, therefore, empirically investigated by conducting several usability
experiments in a setting which simulated a usability laboratory, in order to acquire the
necessary subjective and objective data, related to the identified goals and objectives
that encapsulate the aim of this study.
In order to demonstrate the value of the VIS environment, a theoretical perspective is
provided by means of a literature review of the fundamental concepts of communities of
practice and flexible learning. It is proposed that the use of the synchronous CMC media
(embedded within the software applications) will assist in the creation of a VIS that
supports the more advanced educational paradigm of constructivism by linking users
into collaborative conversational networks, thus forming learning communities (better
known as communities of practice) in cyberspace. The purpose of these communities is
to create a means through which ideas and materials can be shared and exchanged,
aiding individuals in building their own conceptual networks of interrelated ideas,
strategies and theories and therefore construct and share knowledge.
Information was obtained concerning participants' characteristics, preferences, needs
and evaluation of the usability of the two software applications, NetMeeting and Yahoo
Messenger, when utilised within the technological infrastructure of the US for the
purpose of increased information sharing and communication. Performance
measurement data (related to selected usability criteria) was obtained during the
experimental phase, as well as information about the feasibility and viability of the
systems when utilised within the technological parameters of the US. The analysis of the
information consisted of descriptive statistics as the research aimed to illustrate the
attitudes concerning usability, the perceived needs for the software applications, as well
as the feasibility and viability of the systems.
The results revealed that both NetMeeting and Yahoo Messenger were perceived by the
participants as usable, achieving a positive rating on almost all of the dimensions of
usability it was tested on. In the case on NetMeeting, technological limitations imposed
on the system (such as bandwidth and network traffic) severely limited the effectiveness
of the system as a whole and require further investigation to ensure successful
implementation. Technological limitations in the case of Yahoo Messenger mainly
centered on the unstable server environment that the system functions within. Hence, further research is therefore needed to ensure successful implementation and utilisation
of NetMeeting and Yahoo Messenger within the technological parameters faced by the
US.<br>AFRIKAANSE OPSOMMING: Soos wat die informasie-era ontplooi, is die samelewing besig om ingrypend te verander.
Die dramatiese impak van die tegnologiese revolusie op die hoër onderwyssektor
dwarsoor die wêreld hou dus aansienlike implikasies in vir tersiêre onderwysinstellings.
Hierdie instellings is toenemend onderhewig aan die druk van globalisering en die
kennis-samelewing wat al hoe meer vereistes stel in terme van ondervinding met
tegnologie, verskillende vaardighede wat vereis word en 'n veranderende leer ervaring.
Nuwe informasie- en kommunikasietegnologieë beskik oor die potensiaal om die
maniere waarop informasie herwin, verwerk en gestoor word, te transformeer. Dit
impliseer noodwendig 'n wysiging in die kern informasie produksie en -aflewerings
prosesse van tersiêre onderwysinstellings. Sulke instellings word dus genoop om
daadwerklik en pro-aktief op te tree ten opsigte van die suksesvolle en innoverende
integrasie van relevante tegnologieë by bestaande prosedures, ten einde internasionale
en nasionale mededingendheid te verseker.
Die Universiteit van Stellenbosch (US) erken the belangrikheid daarvan om op hoogte te
bly met verandering. Die Virtuele Informasie Spasie (VIS) projek vir optimale
informasiedeling is 'n navorsingsinisiatief wat ontwikkel het vanuit 'n behoefte vir 'n
ondersoek na die funksionaliteit van die verskillende sinkrone en asinkrone rekenaargebasseerde
kommunikasie media, wat as deel van die tegnologiese infrastruktuur van
die US voorsien sal word - ten einde verbeterde informasiedeling en kommunikasie
teweeg te bring. Die VIS projek het 'n raamwerk verskaf waarbinne hierdie studie
uitgevoer is.
Die doel van hierdie navorsing was om 'n verkennende studie uit te voer, deur die
gebruik van empiriese navorsing en prototipering, vir die kwantifisering van die
bruikbaarheid van sinkrone rekenaar-gebasseerde kommunikasie media. Die spesifieke
toepassingsarea is die Suid-Afrikaanse tersiêre onderwysomgewing (spesifiek gefokus
op nagraadse vlak) met die doelom informasiedeling tussen informasiediensverskaffers,
dosente, studente en navorsers te verbeter. Daar word egter verwag
dat die graad waartoe die sinkrone media waarde toevoeg tot leer- en informasiedelings
prosesse binne die VIS, beïnvloed sal word deur die bruikbaarheid van die sagteware waarbinne die media gesetel is, die waargenome behoeftes van die rolspelers vir die
media, sowel as die uitvoerbaarheid en lewensvatbaarheid van die sisteme wanneer dit
aangewend word binne die huidige tegnologiese infrastruktuur van die US. Hierdie
elemente was dus empiries ondersoek deur die uitvoering van verskeie
bruikbaarheidseksperimente in 'n omgewing wat 'n tradisionele bruikbaarheids
laboratorium simuleer, ten einde the nodige subjektiewe en objektiewe data te ontgin
wat gemik is op die doelwitte en mikpunte wat die strewe van hierdie studie omsluit.
'n Teoretiese perspektief word voorsien deur 'n literatuur-oorsig, ten einde die waarde
van die VIS omgewing te konseptualiseer. Konsepte wat veral aandag geniet hou
verband met die ontwikkeling van elektoniese gemeenskappe en buigsame leer
omgewings. Die aanname word gemaak dat die gebruik van sinkrone rekenaargebasseerde
kommunikasie media (soos gesetel in die sagteware pakkette, NetMeeting
en Yahoo Messenger) die ontwikkeling van 'n effektiewe VIS sal fasiliteer wat 'n nuwe
onderrigparadigma ondersteun. Die uitgangspunt van hierdie paradigma is dat kennis
nie net weergegee moet word nie, maar dat dit gekonstrueer kan word soos wat die
partye betrokke raak in relevante gespreksnetwerke binne die virtuele informasie spasie.
So word elektroniese gemeenskappe dus geskep waarbinne individue idees en
materiaal met mekaar kan deel en uitruil, terwyl kennis effektief geskep en gedeel word.
Informasie is ingewin aangaande die deelnemers se kenmerke, voorkeure, afkeure,
behoeftes en persepsies oor die bruikbaarheid van die sagtware pakkette, NetMeeting
en Yahoo Messenger, wanneer dit aangewend word binne die tegnologiese
infrastruktuur van die US, ten einde verhoogde informasiedeling en kommunikasie te
bewerkstellig. Prestasiemetingsdata (gekoppel aan sekere bruikbaarheidskriteria) was
ook verkry tydens die eksperimentele fase, sowel as informasie oor die uitvoerbaarheid
en lewensvatbaarheid van die onderskeie sisteme wanneer dit aangewend word binne
die huidige tegnologiese parameters van die US. Die analise van die data het
beskrywende statistieke behels aangesien die navorsing ten doel gehad het om die
ingesteldhede betreffende die bruikbaarheid en behoefte aan die sagteware pakkette,
sowel as sekere tegniese aspekte rakende die stelsels, uit te lig.
Die resultate het getoon dat die respondente beide NetMeeting en Yahoo Messenger as
bruikbaar waargeneem het, aangesien 'n positiewe beoordeling op bykans al die dimensies van bruikbaarheid bereik was. In die geval van NetMeeting het sekere
tegnologiese beperkinge van die sisteem, soos beperkte bandwyte, egter die effektiwiteit
van die sisteem beduidend beinvloed. Tegnologiese beperkinge in die geval van Yahoo
Messenger was hoofsaaklik as gevolg van die onstabiele omgewing waarbinne die
bediener funksioneer. Verdere navorsing is dus nodig om suksesvolle implementering
en aanwending van NetMeeting en Yahoo Messenger te laat realiseer, gegewe die
tegnologiese parameters van die US.
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Johansson, Agnes, and Aleksandra Voronenko. "Creating a sense of normality : A quantitative study examining how a digital collaborative tool impacts students’ experiences in online synchronous group discussions." Thesis, Jönköping University, Tekniska Högskolan, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53312.
Full textAbstract:
Purpose – The unexpected yet drastic influence of the COVID-19 pandemic resulted in a rapid transition of education to be conducted in digital environments. Replacing face-to-face classrooms with synchronous online learning requires a number of appropriate adjustments which were heavily restricted by the urgency of this global change taking place. With theobserved issues of student participation and involvement in online learning, the purpose ofthis research was to investigate the potential that digital collaborative tools have and if theycan improve the quality of online group discussions among students aged 12 to 16 years old. Method – This study employs a quantitative data collection approach and makes use of the Community of Inquiry framework. A close-ended questionnaire based on the Community of Inquiry survey tool was used to collect students’ impressions and attitudes after they hadparticipated in the experimental study. The experiment consisted of control and experimental groups that partook in online group discussions as part of a regularly scheduled lesson. Findings – Digital collaborative tools were found to change the way in which students experience online group discussions. The attained rates of the Community of Inquiry were overall higher among students in the experimental group. Our findings tested to be statistically significant together with the effect size falling between medium to large extent. This further supports the notion that digital collaborative tools bring in a positive difference into online group discussions and have a potential to increase the quality of online learning when implemented carefully and thoughtfully. Implications – This study emphasizes the importance of developing a clear strategy of how to implement suitable digital collaborative tools into online learning in the most optimal manner that would increase the quality of online learning. This paper can be considered as a startingpoint for future research that could construct further knowledge within the field and extend our findings by investigating other aspects that have an influence on and can have beneficial effects for younger students in online education.
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Jönsson, Torbjörn. "Bilder av framtiden." Thesis, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23475.
Full textAbstract:
De senaste årens tekniska utveckling på datorområdet har även gett återverkningar inom distansutbildningen. Den nya Informationstekniken (IT) har används mest för att utveckla kommunikationen mellan lärare och studenter på distansutbildningarna. I utgångsläget har tekniken alltså används för att underlätta arbetet inom kurserna, inte för att utveckla metoder för hur undervisning ska bedrivas. Elektroniskt lärande (e-learning) kan förklaras som ”Teknikbaserat lärande” (technology-based learning) och innefattar all form av undervisning som sker med hjälp av elektroniska media. Betoningen på lärande visar att tyngdpunkten förflyttats från hur utbildningen genomförs, till ett innehåll i utbildningen. Det finns behov av förbättringar för effektivare e-lärande inom distansutbildning. Samarbete och gemensam arbetsuppgift anses vara till hjälp vid lärande. I hög grad sker utbildning och dialog inom distansundervisning och e-lärande asynkront. Detta innebär att deltagarna inte samtidigt har direktkommunikation med varandra utan kommunikationen sker i med e-post.För att kunna möta möjligheterna till effektivare e-lärande borde en möjlighet till synkront kollaborativt arbete över gemensam arbetsyta vara av intresse.Syftet med projektet var att utveckla en synkron kollaborativ bild- och textbaserad applikation för e-lärande. Baserad på forskaren inom kognitionsvetenskap Maria Larssons rapport om fem faktorer för effektivare e-lärande samt utvärdera dessa genom en prototyp. Applikationen var tänkt att användas vid ett moment i ämnet "Organisationskommunikation" inom en distanskurs, där studenterna skulle bilda sig en uppfattning om en organisations kultur. Applikationen testades vid två tillfällen, först som ett koncepttest och därefter som en digitalt konstruerad prototyp. Tre personer deltog vid varje testtillfälle.Koncepttestet genomfördes med observation av deltagarna med dokumenterad ljudinspelning av dialogen samt efterföljande intervjufrågor. Prototyptestet utfördes med observation och med ”think-aloud” metoden samt intervjufrågor. Här skedde dokumentationen med hjälp av ljudinspelning samt skärmdumpar.Utvärderingen utgjordes av observation och intervjuer med testdeltagarna och visade att applikationen till stor del baserades på Maria Larssons fem faktorer. Min slutsats är att det varit möjligt att utveckla en applikation som till stor del baseras på de fem faktorerna och att konceptet samt prototypen kan vidareutvecklas. Värdet av ett par enstaka test kan vara begränsat då det enbart gällt sex personer. Utökade testsessioner med flera olika grupper hade kunnat ge mer tillförlitliga resultat. Jag finner att det är angeläget med fortsatt forskning angående inlärning via Internet.<br>The technological development during the recent past, i.e. information technology (IT), has presented new possibilities for distance learning. IT has, so far, mostly been used to enhance the communication between teachers and students. With e-learning or technology-based learning the emphasis is rather on content in education instead of how education is performed. There is a need of improvements for more efficient e-learning within distance learning. The objectives of this study were to develop synchronous collaborative software application, based on five factors for more efficient e-learning, that researcher in cognition science Maria Larsson presented 2001. The software application was evaluated through a case study in a distance course of Organisation communication. The task was how to identify the culture in a specific organisation.The application was tested on two occasions with three participants at each occasion. The first test was as low-tech concept test and the second test was made with the use of the digital prototype. On both occasions the participants reflections was recorded during the test sessions and after the tests interviews were performed with each participant. My conclusions following the evaluation of the observations and the responses to the interviews are that it is possible to develop an application based on the five factors (learning styles, narrative form, collaboration, interaction and feedback) for more efficient e-learning. However, more research and testing are needed.
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Cohen, Annette. "In Situ Vision: The Student Experience of Collaborative Learning in a Virtual Drawing Class." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1363112768.
Full textBooks on the topic "Synchronous e-learning"
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1962-, Kwinn Ann, ed. The new virtual classroom: Evidence-based guidelines for synchronous e-learning. J. Wiley & Sons, 2007.
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Synchronous Methods and Applications in E-learning. Emerald Publishing Limited, 2006.
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Niehues, Jan. Use of Synchronous Communication Tools in E-Learning. GRIN Verlag GmbH, 2007.
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Kwinn, Ann, and Ruth Colvin Clark. New Virtual Classroom: Evidence-Based Guidelines for Synchronous E-Learning. Wiley & Sons, Incorporated, John, 2010.
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Waterhouse, Hannah, Melanie Burton, and Julia Neal. E-learning as a medium for communication skills training. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0031.
Full textAbstract:
This chapter explores the use of e-learning as a format for training communication skills within a degree level module in non-malignant palliative care. It discusses the need for such training before evaluating the benefits e-learning has to offer as a learning tool in the healthcare context. It describes how a ‘blended learning’ approach was taken with one study day combined with online interactive learning materials. Online exercises such as ‘drag and drop’ were used to facilitate students’ learning, together with the use of videos, external online links, and reflective diaries. The development of a summative assignment is discussed and its need to assess students’ use of these skills in clinical practice. Finally, the future developments of the e-learning platform to further enrich the students’ learning experience are presented. These include the use of online forums, both synchronous and asynchronous, which encourage peer-to-peer and peer-to-tutor communication.
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Kwinn, Ann, and Ruth Clark. The New Virtual Classroom: Evidence-based Guidelines for Synchronous e-Learning (Pfeiffer Essential Resources for Training and HR Professionals). Pfeiffer, 2007.
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Kinshuk. Campus-Wide Information Systems - The international journal of information and learning technology (Synchronous methods and applications in e-learning, Volume 23 Number 3 2006). Emerald, 2006.
Find full textBook chapters on the topic "Synchronous e-learning"
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Altıntaş Kaptan, Meriç, Ecem Edis, and Aslıhan Ünlü. "Challenges in Synchronous e-Learning in Architectural Education." In Springer Series in Design and Innovation. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65060-5_32.
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Kordaki, Maria, and Thanasis Daradoumis. "Critical Thinking as a Framework for Structuring Synchronous and Asynchronous Communication within Learning Design-Based E-Learning Systems." In Intelligent Collaborative e-Learning Systems and Applications. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-04001-6_6.
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Hernández, Ernesto, Zury Sócola, Lucia Pantoja, Angélica Atoche, and Walter Hernández. "Influence of Participation and Tardiness to Synchronous Learning Sessions as a Motivation Factor for E-Learning." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74009-2_82.
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Weng, Pu-Dong, Tzu-Chuan Chou, and Tsung-Cheng Wu. "An Interactive Synchronous E-Learning System for Corporate Knowledge Management: Lessons Learned from SaveCom." In Advances in Computer Science, Environment, Ecoinformatics, and Education. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23339-5_51.
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Das, Syaamantak, and Rajeev Chatterjee. "A Proposed Systematic User-Interface Design Framework for Synchronous and Asynchronous E-Learning Systems." In Advances in Intelligent Systems and Computing. Springer India, 2015. http://dx.doi.org/10.1007/978-81-322-2247-7_35.
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Hillen, Stefanie Andrea, and Tero Päivärinta. "Perceived Support in E-Collaborative Learning: An Exploratory Study Which Make Use of Synchronous and Asynchronous Online-Teaching Approaches." In Advances in Web-Based Learning - ICWL 2012. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33642-3_2.
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"Synchronous e-Learning Design." In Rapid Instructional Design. John Wiley & Sons, Inc, 2016. http://dx.doi.org/10.1002/9781119207528.ch10.
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Negash, Solomon, Marlene V. Wilcox, and Michelle Emerson. "Synchronous Hybrid E-Learning." In Web-Based Education. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch062.
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An empirical analysis in the form of a pilot study was conducted to compare a complex information technology course taught in a synchronous hybrid e-learning environment with one taught in a traditional classroom. The aim of the pilot study was to explore whether virtual learning environments (VLEs) are ready for teachingcomplex courses. Three courses taught during the summer semester of 2006 were used for the study; the results indicate the promise of synchronous hybrid e-learning forcomplex courses. Self-efficacy and satisfaction were also examined, and no differences were found between students in the two learning environments. Directions for future research were proposed to further evaluatesynchronous hybrid e-learning environments.
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Dron, Jon. "Synchronous Discussion." In Control and Constraint in E-Learning. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59904-390-6.ch010.
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This book offers an exploration of the ways that a learning trajectory is determined, and, in particular, how an online learning environment can affect that trajectory. It provides suggestions about how, primarily through technologies that underlie what is vulgarly known as “Web 2.0,” networked learning environments should be constructed to give control to learners if they need it, as they need it, and when they need it.
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C., Juan, Christian Uria, Francisco J., and Daniel F. "Supporting Technologies for Synchronous E-learning." In E-learning Experiences and Future. InTech, 2010. http://dx.doi.org/10.5772/8806.
Full textConference papers on the topic "Synchronous e-learning"
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Norzaini, Ahmad Nubli Mohd, and Fauziah Redzuan. "Evaluating user satisfaction on synchronous e-learning in IT training." In 2015 IEEE Conference on e-Learning, e-Management and e-Services (IC3e). IEEE, 2015. http://dx.doi.org/10.1109/ic3e.2015.7403500.
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Jahn, Matthias, Claudia Piesche, and Stefan Jablonski. "Towards Flexibility of Synchronous e-learning Systems." In 2011 IEEE International Symposium on Multimedia (ISM). IEEE, 2011. http://dx.doi.org/10.1109/ism.2011.100.
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Shi, Yafei, Mingwen Tong, Jia Sun, Hongbin Dai, Taotao Long, and Xin Long. "Investigating Challenges and Benefits of Educational Equalization Oriented Blended Synchronous Learning." In IC4E 2020: 2020 the 11th International Conference on E-Education, E-Business, E-Management, and E-Learning. ACM, 2020. http://dx.doi.org/10.1145/3377571.3377592.
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Xie, Haiyan, Wenfang Liu, Jahanvi Bhairma, and Euysup shim. "Analysis of Synchronous and Asynchronous E-Learning Environments." In Proceedings of the 2018 3rd Joint International Information Technology，Mechanical and Electronic Engineering Conference (JIMEC 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/jimec-18.2018.58.
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Albrigo, Michele, Roberto Burro, Olga Forlani, Franco Bersani, Corrado Ferreri, and Giovanni Michele Bianco. "SFIDE: Challenges Towards Synchronous Interaction in e-Learning." In The Third Advanced International Conference on Telecommunications (AICT'07. IEEE, 2007. http://dx.doi.org/10.1109/aict.2007.39.
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Zubenschi, Ecaterina. "Popular synchronous, asynchronous and hybrid e-learning systems." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p114-127.
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Online education requires careful thinking about how students and teachers are equipped to change traditional education to the new digital technology requirements. Digital learning management systems, communication tools and e-learning platforms play a crucial role in the new conditions of online learning. Programs and applications can help learning providers manage, plan, deliver, and track learning. Teachers, in addition to specialized skills in the field of teaching subjects, are presented with new skills of knowledge and management of digital tools. Digital competence is one of the eight key competences, materializing in the confident and critical use of the entire range of information and communication technologies for information, communication and problem solving in all areas of life. The use of digital technologies and living speech, represents a whole didactic creation, which individualizes the presented discourse to become an art in shaping the souls of the young generation.
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Vakaloudis, Alex, Antonis Mouhtaropoulos, and C. S. Chilas. "Evaluating the incorporation of synchronous video services in eLearning applications." In 2012 International Conference on e-Learning and e-Technologies in Education (ICEEE). IEEE, 2012. http://dx.doi.org/10.1109/icelete.2012.6333381.
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Worthington, Tom, and Hao Wu. "Time-shifted learning: Merging synchronous and asynchronous techniques for e-learning." In 2015 10th International Conference on Computer Science & Education (ICCSE). IEEE, 2015. http://dx.doi.org/10.1109/iccse.2015.7250285.
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Lee, Hye-Jung. "Evolutionary Change of Communication in e-Learning : in the era of synchronous e-text communuication." In Annual International Conference on Education & e-Learning. Global Science & Technology Forum (GSTF), 2011. http://dx.doi.org/10.5176/2251-1814_eel01.
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Vakaloudis, Alex, and Juan Manuel Escano. "A framework for rating synchronous video e-learning applications." In 2014 Science and Information Conference (SAI). IEEE, 2014. http://dx.doi.org/10.1109/sai.2014.6918293.
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