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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.
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Fita, Ana, Jose F. Monserrat, Germán Moltó, Eva M. Mestre, and Adrián Rodriguez-Burruezo. "Use of synchronous e-learning at university degrees." Computer Applications in Engineering Education 24, no. 6 (2016): 982–93. http://dx.doi.org/10.1002/cae.21773.
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Ryan Jay O. Agron. "Factors Affecting Synchronous E-Learning amid Covid-19." Journal of Electrical Systems 20, no. 5s (2024): 1027–32. http://dx.doi.org/10.52783/jes.2346.
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The education sector, which was tagged as the most affected by the COVID-19 pandemic, has been following a course determined by the consequences of this global health hazard. Its continuity amid the pandemic made possible the implementation of synchronous e-learning (S-EL) even if universities across the globe had insufficient preparation. Given this scenario, it is then the purpose of this study to provide an objective evaluation of S-EL implementation. The factors affecting learning effectiveness were revealed and the factors that students would like their institutions to consider were likewise taken into account. It is recommended that these factors be considered prior to implementation of S-EL.
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Nikmah, Khoirin, and Nahdliyyatul Azimah. "A Study of Synchronous and Asynchronous Approaches: Online Arabic Learning During The Covid-19 Pandemic." Alsuna: Journal of Arabic and English Language 3, no. 2 (2020): 115–39. http://dx.doi.org/10.31538/alsuna.v3i2.841.
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Purpose:This study focuses on an online Arabic learning through synchronous and asynchronous approaches. Meanwhile, the aims of this study are; 1) describing implementation of synchronous and asynchronous online Arabic learning in higher education, 2) investigating its advantages and disadvantages, 3) offering solutions in learning Arabic through e-learning.
 Design/methodology/approach:This is a descriptive qualitative research that applies an observation method, interview, and documentation to collect the data. Afterwards, identity method is used to investigate the data. Then, triangulation is applied for validity check
 Findings/result:The result shows that synchronous e-learning is the most widely applied in learning Arabic for IPIREL UMY (75 %) and IPIEF UMY (62%). On the contrary, Arabic learning (IBA) at UINSA tends to apply asynchronous e-learning (75%).
 Originality/value:It is important for lecturer to prepare the best method and media for distance learning. By understanding what students need, lecturer may determine how important for students to learn Arabic through synchronous or asynchronous approach.
 Paper type:Research paper
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Gronseth, Susie. "Strategically Inclusive E-Learning Design." Journal of Technology-Integrated Lessons and Teaching 2, no. 1 (2023): 68–77. http://dx.doi.org/10.13001/jtilt.v2i1.7673.
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Modeling strategic flexibility and experiential learning approaches, this module focuses on foundational concepts for designing accessible educational materials and applying Universal Design for Learning (UDL) guidelines. The module was implemented during two weeks of a 16-week asynchronous online graduate course on e-learning pedagogy and design. Content is represented in varied forms, including video presentations and readings. A structured discussion offers asynchronous and synchronous options and utilizes a five-step scaffold to consider UDL-related prompts applied to provided lesson scenarios. Students complete a hands-on activity to better understand accessible document design.
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FERSAOUI, Imane, and Neema GHENIM. "The Efficiency of Online Assignments as an Asynchronous e-Learning Tool." Journal of Languages and Translation 2, no. 2 (2024): 105–19. http://dx.doi.org/10.70204/jlt.v2i2.249.
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The online learning experience that accompanied the Covid-19 pandemic has been diverse. Both teachers and students have had to discover new online learning methods and tools in order to cope with the new phase. Some teachers relied on virtual meetings and synchronous instruction, whereas others either solely relied on asynchronous instruction through e-assignments or combined the latter to other methods like synchronous e-meetings. While the integration of synchronous tools in distance instruction seems to be more relevant, asynchronous assignments may have an important potential in e-learning given that not all students can access the course at the same time. Indeed, one of the advantages of asynchronous e-assignments is learning anytime, anywhere. For this, the in-hand paper seeks to focus on online assignments and their efficiency to university EFL students. Our purpose is to discover how students view these assignments, and whether they are efficient in learning according to them. We also wish to investigate whether students prefer synchronous online meetings or asynchronous learning tools like e-assignments. In this regard, the sample is made up of fifth-year EFL students at ENSB. By and large, the main findings of this study demonstrate that the majority of EFL students consider asynchronous e-assignments as an efficient e-learning tool.
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Sari, Dwi Ivayana, Moh Zayyadi, Sharifah Osman, Milawati Milawati, and Dian Kurniati. "The Application of Synchronous and Asynchronous Learning using E-learning on Elementary Linear Algebra." Jurnal Didaktik Matematika 9, no. 1 (2022): 22–38. http://dx.doi.org/10.24815/jdm.v9i1.24759.
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Learning activities were changed from face-to-face to full-online due to the COVID-19 pandemic at the end of 2019. Online learning through WhatsApp Group (WAG) was used by a mathematics teacher in higher education program in the early 2020. However, the learning result showed that 75% of preservice teacher were unable to accomplish their elementary linear algebra material. The combination of online learning through asynchronous method and synchronous learning was an alternative solution to solve the problem and enable preservice teachers having virtual face-to-face interactions with their lecturers. Therefore, this study was conducted to determine the improvement in preservice teachers' learning outcomes and responses to synchronous and asynchronous learning. The research design used was one group posttest-only with 23 subjects were selected by clustered random sampling. Data were analyzed by descriptive statistical analysis. The test results showed that learning outcomes after synchronous and asynchronous learning was effective. While the questionnaire results expressed most preservice teachers gave a positive response to both learning methods. Thus, the combination of the two methods could improve the effectiveness of online learning during the Covid-19 pandemic. It is recommended that higher education institutions provide innovative e-learning platforms for preservice teachers in developing further online learning methods.
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Suryanti, Eny Wahyu, and Khoirotul Bariyah. "Model Pembelajaran berbasis E-Learning di Sekolah." Likhitaprajna Jurnal ilmiah 23, no. 2 (2022): 176–83. http://dx.doi.org/10.37303/likhitaprajna.v23i2.206.
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The learning process is a series of interactions between teachers and students to achieve predetermined learning goals or in other words learning is a form of learning process and maturation of students. During the COVID-19 pandemic, the government adopted a policy to implement online learning as an effort to prevent the spread of the COVID-19 virus. Online learning activities require creative and innovative learning models so that students can carry out learning activities effectively. With e-learning, learning materials are also delivered in detail and help students make it easier to understand learning materials. The purpose of this study is to determine the e-learning learning model in schools. This type of research is a descriptive qualitative approach with data obtained from observations, interviews, and documentation. The results showed that the e-learning-based learning model in schools had two systems in delivering learning materials to students, namely; 1) Synchronous (directly), the teacher provides learning materials and students can directly listen to them, and 2) A-Synchronous (indirectly), messages or learning materials are not directly conveyed to students but recorded first.
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Aldiabat, Khaled, Malik Gharaibeh, and Nidal AlQudah. "Assessment of Student Satisfaction with E-learning in Jordan Using TAM and UTAUT as a Mediator for Synchronous and Asynchronous Learning." JOIV : International Journal on Informatics Visualization 8, no. 3 (2024): 1361. http://dx.doi.org/10.62527/joiv.8.3.2501.
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This study aims to evaluate student satisfaction with e-learning in Jordan by combining the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT). This research also delved into the study of the mediating role played by both synchronous and asynchronous learning and their impact on students’ satisfaction with e-learning. Data was collected through a questionnaire distributed to 590 students studying at four private Jordanian universities in northern Jordan. To analyse the study model, Smart PLS was used because it offers a robust methodology for such complex constructs. The results show that both synchronous and asynchronous learning significantly and positively affect students’ satisfaction with e-learning. The results also revealed that the relationship between synchronous learning and perceived usefulness was statistically significant. Regarding asynchronous learning, the relationship with perceived ease of use was positive and statistically significant. Turning to the TAM and UTAUT variables as independent variables, the results revealed a direct and statistically significant relationship between these variables and students’ satisfaction with e-learning. This study provides valuable insights into the factors that influence student satisfaction with e-learning in Jordan and presents a new approach by integrating synchronous and asynchronous learning as a mediator within the TAM and UTAUT frameworks. The findings highlight the nuances of technology acceptance and use in the context of e-learning, which can benefit educational institutions and policymakers in enhancing the e-learning experience for students in Jordan.
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Sari, Dwhy Dinda, and Muhammad Ilham. "APLIKASI PEMBELAJARAN SYNCHRONOUS DAN ASYNCHRONOUS DI PERGURUAN TINGGI." JURNAL TEKNOLOGI INFORMASI & KOMUNIKASI DALAM PENDIDIKAN 10, no. 2 (2023): 106. http://dx.doi.org/10.24114/jtikp.v10i2.50671.
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Abstrak: Kemajuan teknologi saat ini telah menggerakkan dosen dan mahasiswa untuk menggunakan media pembelajaran berbasis teknologi informasi (TI) yang mendukung kegiatan perkuliahan. Penelitian ini melihat bagaimana penerapan aplikasi pembelajaran synchronous dan asynchronous di Fakultas Tarbiyah dan Ilmu Keguruan IAIN Lhokseumawe dan bagaimana perspektif mahasiswa terhadap penggunaan aplikasi pembelajaran synchronous dan asynchronous tersebut. Salah satu cara pembelajaran jarak jauh adalah pembelajaran Synchronous dan Asynchronous. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Hasil penelitian ditemukan jika dosen yang mengajar di Fakultas Tarbiyah dan Ilmu Keguruan IAIN Lhokseumawe ditemukan jika pada sistem pembelajaran synchronous, dosen banyak menggunakan aplikasi pembelajaran synchronous yaitu Zoom Meeting, WhatsApp, Google Meet atau Google Classroom dan aplikasi pembelajaran asynchronous yaitu video youtube, power point, e-book, canva, quizziz, kahoot. Sebanyak 89% mahasiswa tertarik dan merasa efektif menggunakan aplikasi pembelajaran synchronous dan 92% mahasiswa tertarik, merasa efektif dan termotivasi dengan penggunaan aplikasi pembelajaran asynchronous. Kata Kunci: aplikasi pembelajaran, synchronous, asynchronous. Abstract: Current technological advances have motivated faculty and students to use information technology-based learning media to support the teaching activities. This study looks at how the application of synchronous and asynchrone learning applications in the Faculty of education and teacher training IAIN Lhokseumawe and how the student's perspective towards the use of such synchronic and asymphonic learning applications. One way of distance learning is synchronous and asynchrone learning. This research uses a descriptive qualitative approach. The results of the research were found if the lecturer who teaches at the Fakultas Tarbiyah dan Ilmu Keguruan IAIN Lhokseumawe found that on the synchronous learning system, the teacher used a lot of synchronized learning applications such as Zoom Meeting, WhatsApp, Google Meet or Google Classroom and asynchrone learning apps such as video youtube, power point, e-book, canva, quizziz, kahoot. 89% of students were interested and felt effective using synchronous learning applications and 92% were interested, felt effective and motivated by using asynchrone learning applications. Keywords: learning application, synchronous, asynchronou
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Chau, Ka Yin, Kris M. Y. Law, and Yuk Ming Tang. "Impact of Self-Directed Learning and Educational Technology Readiness on Synchronous E-Learning." Journal of Organizational and End User Computing 33, no. 6 (2021): 1–20. http://dx.doi.org/10.4018/joeuc.20211101.oa26.
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The coronavirus (COVID-19) has had severe global impacts in many aspects of education. Asian countries and regions have been the first responders to move entirely online since the epidemic started. The aim of this paper is two-folded. First, this study investigates the correlations in order to understand the compounded effects on presences in the participating synchronous learning environments. Second, this paper provide empirical evidence and insights for educators on the future trends of learning and instructional strategy in online teaching. This study investigated students’ perception of synchronous e-learning during the COVID-19 pandemic for the better design of the e-learning teaching pedagogy and determines how the key factors of e-learning perception are inter-correlated enabling educators to focus on. The study has important implications that student readiness in educational technology is critical to assist the recent practice in implementing online learning.
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Asaduddin, Aiman Hilmi, and Utiya Nabila Maulani. "Beyond Synchronous and Asynchronous Systems towards Blended Learning: Perspective on Medical Education through COVID-19 Pandemic." Journal of Academia Perspectives 1, no. 2 (2021): 110–16. http://dx.doi.org/10.30998/jap.v1i2.733.
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Coronavirus Disease 2019 (COVID-19) pandemic affected various aspects, such as the health sector, education, economy, etc., being distracted. This transition requires technology acceleration to maintain the e-learning process across the world, including medical education. E-learning systems, such as synchronous and asynchronous learning, have their own advantages and limitations, especially in medical education that needs theoretical and practical education. In this paper, a new model of mixed synchronous and asynchronous systems towards blended learning was described as an idea for better medical education through the COVID-19 pandemic. Learning systems can be divided into several types prior to previous researches, namely face-to-face learning, blended learning, flipped classroom, Information, and Communication Technology (ICT) supported face-to-face learning, synchronous learning, and asynchronous learning. COVID-19 pandemic forced the education system to full-online system learning, which is synchronous and asynchronous e-learning. In terms of theoretical learning, asynchronous systems may offer flexibility and convenience as well as the system can be used in conditions of time-zone difference, various internet connectivity, and different golden times for each student to learn factual information. However, asynchronous systems also may have a challenge in controlling the students to make sure they follow the class properly. To evaluate students’ progress, educational stakeholders can hold a weekly reflection program asynchronous distance learning. Besides, knowledge practice also can be conducted by focus group discussion (FGD) through synchronous distance learning The synchronous and asynchronous systems provide the students to arrange their schedule more flexible thus can be utilized to learn practical skills in face-to-face education, such as clinical skills and laboratory practices, with strict health protocols. This system will lead to blended learning, which is an online learning and shift-based traditional learning. This approach provides combination systems of asynchronous and synchronous distance learning to support blended learning in terms of lack of practice skills and laboratory competencies.
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Sengupta, Souvik. "OLAP based Scaffolding to support Personalized Synchronous e-Learning." International Journal of Managing Information Technology 4, no. 3 (2012): 73–80. http://dx.doi.org/10.5121/ijmit.2012.4306.
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Nehad, T.A. Ramaha, and R. Karas Ismail. "Maintain Learners' Motivation within Asynchronous E-Learning Environments: How Can Interactive Avatars Help?" European Journal of Advances in Engineering and Technology 8, no. 9 (2021): 9–14. https://doi.org/10.5281/zenodo.10651104.
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<strong>ABSTRACT</strong> <em>Due to COVID-19 pandemic the face-to-face learning process around the world have been stopped and the majority of the educational institutions have been transformed from traditional learning to e-learning. Therefore, both synchronous and asynchronous e-learning received more attention from the researchers. Although asynchronous e-learning seems to be economically the best option for institutions, keep learners motivated for the entire asynchronous e-learning process still one of the biggest challenges. In this context, the current study investigates the use of an interactive avatar to maintain the learner's motivation during the asynchronous e-learning process. This study suggested an architecture for asynchronous e-learning system that have the ability to detect learners’ motivation and maintain their motivation during the learning process. One of the main components of the suggested architecture is the interactive avatar. Moreover, this study presents the structure of this interactive avatar to be able to interact with the learner to maintain their motivation.</em>
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Patterson Mohr, Natalie, and Laura McNeill. "Designing AI Ethics Education: A Comparative Analysis of Online Implementation Models." International Journal on E-Learning 24, no. 3 (2024): 347–61. https://doi.org/10.70725/234776ierjca.
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This multiple case analysis examines how AI ethics education's unique characteristics transform traditional e-learning approaches in synchronous and asynchronous environments. Through analysis of two contrasting cases - Loyola Marymount University's synchronous workshops and Usher and Barak's asynchronous module - the study investigates how rapid technological evolution, real-world implications, and ethical complexity require adaptations to established e-learning methods. Findings demonstrate that synchronous formats excel at facilitating immediate engagement with emerging ethical dilemmas through real-time discussions and collaborative tools, while asynchronous approaches enable deeper reflection on complex ethical frameworks through structured case studies and self-paced learning. The study reveals that effective AI ethics education requires balancing these approaches: synchronous delivery for addressing evolving challenges and fostering collaborative exploration, and asynchronous delivery for developing systematic ethical reasoning skills. This research provides evidence-based recommendations for designing e-learning experiences that prepare students to navigate AI's ethical complexities in academic and career contexts.
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Ambika, Prasad Poudel. "Use of Mobile Phones as an E-learning Tool in Teaching and Learning of English language." International Journal for Social Development 7, no. 3 (2019): 56–73. https://doi.org/10.5281/zenodo.5631182.
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<em>Electronic learning (E-learning) is one of the modalities of modern pedagogy that makes use of information and communication technologies (ICTs) to help the learners in their knowledge construction process. Among ICT supporting e-learning appliances, mobile phones/smart phones are one of the fastest growing technological gadgets, popularly used as mobile learning(m-learning) devices. Many research scholars have found significant educational value of mobile phones in teaching and learning of English language in their studies. This article attempts at exploring the teachers' and students' perception towards mobile phones, their role in English language teaching and learning (ELTAL), and the factors influencing their integration in the Nepalese school education context. Based on the empirical study in five higher secondary schools, by collecting data through survey-based questionnaire from English language teachers and students as the participants, the study disclosed that mobile phones were relatively more familiar and highly accessible among participants than any other commonly used e-learning tools. Though Internet connectivity and pedagogical training were the most influencing factors in their ELTAL, most of the participants perceived mobile phones as useful tools for improving English language skills, grammar, and vocabulary. </em>
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SHYSHKO, Anzhelina, and Halyna LUKANSKA. "Synchronous and asynchronous E-learning technology instruments for foreign language distance learning." Humanities science current issues 3, no. 41 (2021): 286–92. http://dx.doi.org/10.24919/2308-4863/41-3-42.
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Hari, Hara Sudheer Patchipulusu Navya Vattikonda Anuj Kumar Gupta Achuthananda Reddy Polu Bhumeka Narra and Dheeraj Varun Kumar Reddy Buddula. "Opportunities and Limitations of Using Artificial Intelligence to Personalize E-Learning Platforms." IJASTR- International Journal of Applied Science and Technical Research 1, no. 1 (2024): 51–58. https://doi.org/10.5281/zenodo.15335719.
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The entry of Artificial Intelligence into e-learning platforms has drastically changed the method of providingand experiencing education. In the present context, where educational institutions and organizations strive tooffer more personalized, adaptive, and engaging learning environments, Artificial Intelligence (AI)technologies have come into being, which can help both. The efficacy and efficiency of educationalprocedures. Artificial Intelligence (AI) through Natural Language Processing (NLP), Learning Analytics(LA), and Educational Data Mining (EDM) are used to customize learning with tailored learning paths tomeet the needs of each student in this study as to how AI is changing e-learning systems. AI looks at studentbehaviors, particularly the learning patterns and performance data, and makes real-time changes to thecontent, assessments and feedback that help improve engagement and retention. Furthermore, the study alsolooks at the problems and ethical issues of its use in education on the large scale as it can bring issues relatedto the data privacy, algorithmic fairness and the idea of the erasure of the human part of the teacher. Thispaper also discusses emerging trends and future research directions on AI-powered e-learning, focusing oncreating an inclusive, scalable, and human-centered approach for the technology to work with and for thepedagogical goals. In the end, these innovative practices are meant to contribute to growing AI researchliterature on how AI can fundamentally alter the ways teaching is done and how learning can occur in thefuture.
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Prabowo, Iwan Ady, Setiyowati ., and Dwi Remawati. "Analisis Mekanisme Pembelajaran Daring Secara Sysnchronous dan Asysnchronous dimasa Pandemic Covid-19 di STMIK Sinar Nusantara." Jurnal Ilmiah SINUS 19, no. 1 (2021): 63. http://dx.doi.org/10.30646/sinus.v19i1.524.
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Circular Number 05/SEK/STMIK-SN/IV/2020 in STMIK Sinar Nusantara Surakarta regulates implementation of learning, midterm exams, and even thesis / final exams. Hence, STMIK Sinar Nusantara took a policy for the implementation of synchronous learning and asynchronous learning. Synchronous learning (one time: teleconference, chatting) applies (1) Google Meeting by sinus.ac.id account, (2) Virtual meeting as Skype and Zoom, and (3) Discussion in Classroom. Meanwhile, asynchronous learning (time difference) uses (1) handouts, (2) tutorials, (3) videos, and (4) simple exercises. The purpose of this study was to determine the mechanisms in online learning (E-Learning) during Covid-19 Pandemic at STMIK Sinar Nusantara. This research only focuses on Synchronous and Asynchronous E-learning mechanism at STMIK Sinar Nusantara in even semester of 2019/2020. This research was conducted using 49 lecturers as respondents. The research method was descriptive statistical analysis. The results of the study by sampling 49 respondents as lecturers in online learning during Covid-19 Pandemic at STMIK Sinar Nusantara can be concluded that Synchronous learning (Conference by Google Meet, Skype, Zoom, Youtube Live, Umeetme) reached 57% and those who did not apply Synchronous learning (no conference) reached 43%. Meanwhile, the results of analysis in Asynchronous learning (handouts, tutorials, exercises / discussions, and videos) reached 88% and those who did not apply Asynchronous learning reached 12%.
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Zohaib, Hassan Sain, and Serban Razvan. "Navigating Blended Learning: Integrating Synchronous and Asynchronous Strategies for Educational Transformation." Global Scientific and Academic Research Journal of Economics, Business and Management 3, no. 8 (2024): 15–20. https://doi.org/10.5281/zenodo.13208688.
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<em>At the moment, blended learning is being highlighted as a crucial tool for implementation as part of the e-learning development boom. The purpose of this paper is to give a perspective on blended learning that is comprehensive, educational, pragmatic, corporate training, and Chief Learning Officer (CLO) appropriate. Within the context of blended learning, it highlights how important it is to include all these different viewpoints. It offers an overview of several blended learning strategies, including synchronous and asynchronous training systems. By shedding light on several other factors, such as offline and online mixing, self-paced and live blending, and organised and unstructured learning, the research assists readers in picking the most suitable instructional technique. This article looks at the benefits and challenges, including those in the fields of organisational design, instructional design, and technical design. Following that, the Blended Learning process is dissected, focusing on the opportunities it presents and the many factors that contribute to its success. In the last portion of the report, several suggestions for more research should be considered. </em>
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Nyachiro, K. Joan. "Adoption of Electronic Learning Tools in the COVID-19 Period: A Case of Selected Institutions of Higher Learning in Kisii County." Journal of Technology & Socio-Economic Development 10, no. 1 (2023): 225–35. https://doi.org/10.5281/zenodo.8122355.
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The study sought to find out the e-learning tools adopted by selected institutions of higher learning in Kisii County. To achieve this, the study used a descriptive survey research design that was qualitative. The target population comprised institutions of higher learning in Kisii County from which an accessible population of two institutions was drawn; one was a public University and the other was a TVET institution. The target population for the study was 400. A sample size of 80 respondents was arrived at using the Yamane’s formula of 1967. Simple random sampling method was utilized to select 80 respondents with a representative of 40 respondents from each institution. The sample consisted of 20 teachers and 20 students from each institution. The participants completed questionnaires from which the e-learning tools employed by each of the institutions were determined. The questionnaires comprised of both closed-ended and open-ended items. These e-learning tools included the asynchronous tools and the synchronous tools. The asynchronous tools consist of Google classroom, YouTube videos, WhatsApp and e-mail whereas the synchronous ones include all forms of video and audio conferencing, Moodle, Zoom, Web Conferencing, Big Blue Button, Lockdown Browser, Respondus, Chat Rooms and Telephone conversations. To achieve the study objective, the Instructional Core Framework was employed. Two institutions that did not participate in the study group, was selected randomly for a pretest. The split halves technique was used to ascertain the reliability of research instruments. From the study, it was evident that institutions of higher learning did make use of several e-learning tools in teaching and in the COVID-19 period. Based on the findings, the study concluded that public Universities were much ahead in adopting online teaching and learning in comparison to TVET institutions. Therefore, the government of Kenya should revamp Information Communication Technologies in TVET institutions so that they are able to establish their own Learning Management Systems and equip trainers and trainees with skills sufficient enough to enable them transition to online teaching and learning. The study recommends a nationwide study in all tertiary institutions with the aim of assessing the success or failures of e learning during the COVID-19 period.
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Lee, Chan, and Kyu-tae Sohn. "The Relationship Between Learning Flow, Subjective Learning Performance, Self-efficacy to Transfer, and Transfer Intention Perceived by Participants of Synchronous E-learning Program." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 13 (2022): 133–45. http://dx.doi.org/10.22251/jlcci.2022.22.13.133.
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Objectives The purpose of this study was to identify the relationship between learning flow, subjective learning performance, self-efficacy to transfer, and transfer intention perceived by participants of synchronous e-learning program. Methods A survey was conducted on university employees who participated in 15 job training programs operated as synchronous e-learning in 2020 by academy A, a training institution for university employees at national university S. Response data were analyzed through structional equation model and mediating effect analysis using phantom variables. Results First, there were significant direct effects between learning flow, subjective learning performance, self-efficacy to transfer, and transfer intention. Specifically, learning flow had a significant direct effect on subjective learning performance and transfer intention, subjective learning performance had a significant direct effect on self-efficacy to transfer, and self-efficacy to transfer had a significant direct effect on transfer intention. Second, learning flow had significant indirect effects on transfer intention. Specifically, subjective learning performance had a significant single-mediating effect on the relationship between learning flow and transfer intention, self-efficacy to transfer had a significant single-mediating effect on the relationship between learning flow and transfer intention, and subjective learning performance and self-efficacy to transfer had a significant double-mediating effect on the relationship between learning flow and transfer intention. Conclusions This study investigated the effect of learning flow in synchronous e-learning, which have been relatively uninterested in the field of the incumbent training, on transfer intention and related variables, which are considered to be major achievements in incumbent training and the mechanism by which learning flow affects transfer intention. This study is meaningful in that it presented suggestions for practice and follow-up research on incumbent training programs operated in synchronous e-learning.
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Riwayatiningsih, Rika, and Sulistyani Sulistyani. "THE IMPLEMENTATION OF SYNCHRONOUS AND ASYNCHRONOUS E- LANGUAGE LEARNING IN EFL SETTING: A CASE STUDY." JURNAL BASIS 7, no. 2 (2020): 309. http://dx.doi.org/10.33884/basisupb.v7i2.2484.
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Teaching and learning process since the pandemic time has shifted away from the traditional face to face classroom into online distance learning, and this will be undergo in the post pandemic. This case study aimed to investigate the effectiveness use of the combined modes of synchronous and asynchronous in e- language learning for university students. While both types of that learning approach have its importance in different scenario. The research questions to be answered in the study was how the adoption of synchronous (discussion activity platform) and asynchronous (learning content platform) would be more effective in e- language learning. 55 university participants from the second semester of English Department who joined the online creative writing class in synchronous and asynchronous language learning activity received the survey questionnaire as the sampling of the collected data. The data from the interview was also obtained to get the learners insights regarding the course experiences.The results showed that the applying of the combination approach in online learning has been greatly effective in helping the learners in terms of the community interaction and material engagement. Moreover, the learners’ response about the using blended mode of synchronous and asynchronous for their learning is very positive. Some suggestions to enfold the problems over the online learning are also provided.
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Shahabadi, Mehdi Mehri, and Megha Uplane. "Synchronous and Asynchronous e-learning Styles and Academic Performance of e-learners." Procedia - Social and Behavioral Sciences 176 (February 2015): 129–38. http://dx.doi.org/10.1016/j.sbspro.2015.01.453.
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Che Hussin, Che Haziqah, Nurliyana Juhan, Suriana Lasaraiya, and Ayu Afiqah Nasrullah. "INVESTIGATE STUDENTS' ACADEMIC ACHIEVEMENTS IN MATHEMATICS COURSE THROUGH E-LEARNING APPROACHES." Journal of Information System and Technology Management 7, no. 29 (2022): 118–25. http://dx.doi.org/10.35631/jistm.729010.
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This paper investigates students’ academic achievements through e-learning approaches based on students’ preference. E-learning approaches can be considered as asynchronous, synchronous and blended learning. Asynchronous learning happens when there is no set time for it to occur. Allows students to learn whenever and wherever they want, at their own pace. Web conferencing and chatting are used to deliver organised and time-bound activities characterise synchronous e-learning. Due to the Movement Control Order (MCO), which went into effect on March 18, 2020, lecturers at the Preparatory Centre for Science and Technology, Universiti Malaysia Sabah (PPST, UMS) could teach either synchronous or asynchronous classes. The independent sample t-test will be used, and the outcomes reveal statistically significant difference in the mean of both online learning strategies. Therefore, from the results we can conclude that students that prefer asynchronous learning approach improves the academic performance of students. However, higher end-of-course grades in asynchronous courses do not necessarily indicate that the asynchronous mode of instruction was more effective. This is because based on students’ preference for both methods that asked in questionnaires. The results also can be affected by various factors such as blended learning that is implemented for learning.
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Che Hussin, Che Haziqah, Nurliyana Juhan, Suriana Lasaraiya, and Ayu Afiqah Nasrullah. "STUDENTS' PERSPECTIVES IN STUDYING MATHEMATICS SUBJECT THROUGH E-LEARNING TOOLS AT FOUNDATION EDUCATION LEVEL." Journal of Information System and Technology Management 6, no. 23 (2021): 108–17. http://dx.doi.org/10.35631/jistm.623009.
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The aim of the study was to find out how students preferred using asynchronous and synchronous e-learning tools. Asynchronous learning occurs when there is no predetermined time for it to take place. Learners can learn whenever and wherever they want, and they can take their time to learn what they need to know. Synchronous e-learning is characterized by structured and time-bound activities delivered via web conferencing and chatting. At the Preparatory Centre for Science and Technology, Universiti Malaysia Sabah (PCST, UMS) lecturers could conduct synchronous or asynchronous due to MCO which was enforced on March 18, 2020. As a result, this study was done to examine the impact of several learning styles on foundation UMS students during the COVID-19 crisis, including synchronous and asynchronous. The quantitative data analysis of research will be presented in this study. Microsoft Excel was used for data analysis. The male and female students' opinions were compared using an independent sample t-test. Additionally, the responses of students to various aspects of e-learning were represented using descriptive statistics. The findings found a significant difference in students' perceptions of the efficacy of asynchronous e-learning activities. Female students’ responses show that they found asynchronous is more effective than male students at the foundation education level. Students were found to have a greater interest in asynchronous and blended learning activities.
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Ramadhanti, Dina, and Diyan Permata Yanda. "Syntax Learning Using Syncronous and Asyncronous Method: Which Is Better?" Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni 26, no. 1 (2025): 57. https://doi.org/10.24036/komposisi.v26i1.132495.
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Syntax is one of the courses taken by students either in the form of online learning using e-learning or face-to-face in the classroom. In online learning using e-learning, syntax is taught using asynchronous and synchronous methods. This study aims to explain which online learning method is more appropriate to use in learning syntax. This research method uses an experimental design. A total of 80 students received syntax learning with the asynchronous method in the first half of the semester and the synchronous method in the second half of the semester. The results of the study showed three things, namely: the average learning outcome with the asynchronous method was 52.79, the average learning outcome with the synchronous method was 63.34, and the results of statistical tests showed that there was a significant difference between learning outcomes using the asynchronous and synchronous methods. The synchronous method is better than the asynchronous method because online learning is carried out directly using the zoom meeting virtual room. Lecturers and students interact directly in the virtual room so that students have the same understanding in understanding and applying the concepts of Syntax learning, both in oral and written communication. Although learning can be carried out, the average student grades still need to be improved. Lecturers need to improve the quality of learning. Meanwhile, students need to improve their motivation, reading interest, and be able to adapt to various forms of learning in various situations
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Taraj, Gentjana. "What do College Learners Think of Synchronous Learning?" International Journal of Learning, Teaching and Educational Research 20, no. 4 (2021): 82–98. http://dx.doi.org/10.26803/ijlter.20.4.5.
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Advancements in educational technology and improvements in the internet’s connectivity has increased the interest of universities in e-learning worldwide. Unlike many institutions around the world, the traditional form of teaching in Albania before the Covid-19 pandemic was face-to-face where both lectures and seminars were attended physically in the classroom. However, the Covid-19 pandemic imposed on them the necessity to move from auditoriums to e-learning immediately without any preparation. This paper aims to investigate the Albanian learners’ attitudes and perceptions of synchronous e-learning during the second semester of the 2019 – 2020 academic year. A survey consisting of 15 questions was distributed to a total of 168 undergraduate and graduate learners in 2 public universities in Albania. Results from the study showed that the learners preferred face-to-face learning over synchronous learning. The lack of motivation, low level of interaction with their instructors and peers, and the feeling of isolation were their main concerns. Meanwhile, the learners appreciated the fact that e-learning helped them to improve their computer and internet skills. It is also less expensive and more comfortable than the traditional mode of teaching and learning.
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Natalia, PRYTULSKA, BOZHKO Tetiana, and KAMINSKYI Serhii. "E-LEARNING DURING THE COVID-19 PANDEMIC: A PRACTICAL ASPECT." Herald of Kyiv National University of Trade and Economics 138, no. 4 (2021): 110–17. http://dx.doi.org/10.31617/visnik.knute.2021(138)09.
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The proposed article considers the relevance and feasibility of the transition of higher education institutions to e-learning during the COVID-19 pandemic, outlines the features and problems that arise in e-learning. Keywords: е-learning, online educational platform, synchronous learning, asynchronous learning.
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Namira Sari, Indah. "Effectiveness of Implementing Synchronous and Asynchronous Blended E-Learning in Stunting Prevention and Treatment Training Programs." JTP - Jurnal Teknologi Pendidikan 25, no. 1 (2023): 101–6. http://dx.doi.org/10.21009/jtp.v25i1.34951.
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The Covid 19 pandemic has had such a big impact on the education system, especially the National education system. In the conditions of the Covid 19 pandemic, national learning is carried out online, both formal and non-formal education (training). Related to this, the authors conducted a study on the application of asynchronous and synchronous blended learning in Stunting Prevention and Handling Training held at the Ministry of Social education and training institutions. The purpose of this study is to find out the effectiveness and constraints of implementing asynchronous blended learning and synchronous training. The method used in this study is a literature study. The results of the study show that the implementation of asynchronous and synchronous blended online learning Training on Stunting Prevention and Handling is not yet effective. This is due to the asynchronous setting being carried out only with independent asynchronous (AM) without the presence of a facilitator. The existence of a facilitator can play an important role in maintaining and maintaining the level of student learning motivation and facilitating relationships between training participants and with the facilitator. Then in the implementation of synchronous online learning Training on Stunting Prevention and Handling is also considered less effective. The main obstacle is the internet network which is not accessible to participants, especially from remote areas. So that it is very difficult for participants to follow synchronous learning as a whole.
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Naijit, Kittimasak. "Intelligent Face Tracking for Collaborative Synchronous e-Learning using Pattern Recognition Model." International Journal of Computers 15 (November 24, 2021): 105–9. http://dx.doi.org/10.46300/9108.2021.15.16.
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Intelligent Face Tracking for Collaborative Synchronous e-Learning using Pattern Recognition Model can provide high levels of interaction for distance learning initiatives. With the rapid evolution of technology, face recognition login and tracking, continuous product evaluation is necessary to ensure optimal methods and resources for connecting students, instructors, and educational content in rich, online learning communities. This article presents the analysis of online, synchronous learning solutions. Focusing on their abilities to meet technical and pedagogical needs in higher education. To make a solid comparison, the systems were examined in online classrooms with instructors, guest speakers, and students. Relative to usability, instructional needs, technical aspects and compatibility are outlined for systems.
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Farsal, Ryzufar Altarif, Nandina Oktavia, Gita Tiara Dewi Nasution, and Putri Halleyana Adrikni Rahman. "E-Learning in Anatomy: Medical Students' Perspectives on Synchronous and Asynchronous Lab Sessions." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 13, no. 2 (2024): 160. http://dx.doi.org/10.22146/jpki.82355.
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Background: The Covid-19 pandemic has become a global health disaster, various sectors have been affected including the education sector. Online learning is then carried out as an alternative solution to carry out learning. This online learning is carried out in all elements of education including Universities. The intended online learning is divided into two methods, asynchronous and synchronous methods. The difference in these methods will certainly lead to different perceptions for each student, especially in anatomy laboratory learning.This stud aimed to find out the perception of Unpad Medical Faculty students towards the asynchronous and synchronous method of online anatomy laboratory learning..Methods:This research is a quantitative cross-sectional descriptive studies and involved 129 respondents from student of Unpad Faculty of Medicine students class of 2019. This was done using Google Forms which contained a questionnaire and informed consent sheet.Results: FK Unpad online anatomy laboratory learning falls under good category, with each index value: perception of learning experience: 76.2%, perception of lecturer capabilities: 77.1%, perception of facilities and infrastructure: 83.7 %.Conclusion: Online anatomy laboratory learning can still be continued by combining both asynchronous and synchronous methods, so that learning can take place more effectively.
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Fitri, Dian Zuliatul, and Ernawati. "Persepsi Mahasiswa terhadap Pembelajaran E-Learning pada Perkuliahan Prakti." Indonesian Gender and Society Journal 3, no. 2 (2023): 31–38. http://dx.doi.org/10.23887/igsj.v3i2.51008.
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Tujuan penelitian ini adalah untuk mendeskripsikan tentang persepsi mahasiswa terhadap pembelajaran e-learning secara synchronous dan asynchronous pada perkuliahan praktik serta mendeskripsikan kesulitan dan kemudahan yang ditemui mahasiswa saat mengikuti perkuliahan praktik dengan sistem pembelajaran e-learning. Jenis penelitian adalah deskriptif dengan menggunakan pendekatan kuantitatif. Sampel dalam penelitian ini adalah mahasiswa Konsentrasi Pendidikan Tata Busana angkatan 2019 dan 2020 yang terdaftar pada semester Juli-Desember 2021 yang berjumlah 161 orang. Pengumpulan data menggunakan angket dengan skala likert. Analisis data dengan analisis deskriptif dengan perhitungan kategori dan persentase. Hasil penelitian menunjukkan bahwa persepsi mahasiswa terhadap pembelajaran e-learning pada perkuliahan praktik dengan mean = 161,37 termasuk dalam kategori cukup bagus diterapkan melalui sistem pembelajaran daring (online). Persepsi mahasiswa terhadap pembelajaran e-learning pada perkuliahan praktik terdiri dari empat indikator dengan rincian, pembelajaran e-learning secara synchronous dengan skor 75,60% termasuk kategori tinggi, pembelajaran e-learning secara asynchronous dengan skor 76,83% termasuk kategori tinggi, kesulitan yang ditemui mahasiswa dengan skor 54,93% termasuk kategori cukup dan kemudahan yang ditemui mahasiswa dengan skor 76,83% termasuk kategori tinggi.
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Anggaraeni, Filia Dina, and Ade Rahmawati Siregar. "Pengaruh Pola Asuh Orang Tua Terhadap Perilaku Pengguna Sistem E-Learning Pada Mahasiswa Universitas Sumatera Utara (USU)." Talenta Conference Series: Local Wisdom, Social, and Arts (LWSA) 1, no. 1 (2018): 162–69. http://dx.doi.org/10.32734/lwsa.v1i1.158.
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Dinamika pembelajaran pada setiap orang dipengaruhi banyak hal. Diantaranya adalah pola asuh orang tua yang diperoleh sejak seseorang dilahirkan di dunia. Pola asuh orang tua yang dimaksud dalam hal ini adalah autoritatif, otoriter, permisif dan pola asuh tidak terlibat (uninvolved). Berbagai pendekatan pola asuh tersebut berpeluang membentuk perilaku seseorang dalam melangsungkan proses pembelajaran hingga jenjang perguruan tinggi yang disebut mahasiswa. Seiring dengan perkembangan teknologi yang berlangsung, mahasiswa melakukan proses pembelajaran diantaranya termasuk bagaimana seseorang memiliki kecenderungan dalam berperilaku dalam menggunakan sistem e-learning. Perilaku pengguna sistem e-learning yang dimaksud dalam hal ini adalah individual online (individual self paced-learning online), individual offline (individual self paced-learning offline), grup secara sinkron (group based synchronously)dan grup secara tidak sinkron (group based asynchronously). Penelitian deskriptif ini yang melibatkan 486 responden mahasiswa USU aktif yang diperoleh dengan menggunakan cluster random sampling. Analisis data dilakukan dengan cross tab untuk menjelaskan sejumlah profil individu berdasarkan orientasi pola asuh orang tua serta kecenderungan perilaku pengguna sistem e-learning, suku budaya, dan urutan lahir. Persebaran menunjukkan bahwa kecenderungan pola asuh autoritatif merupakan pengguna sistem e-learning individu online.
 
 The dynamics of learning in everyone is influenced by many things. One of them is the parents' parenting way which have been gained since someone was born in the world. In this case, the parenting styles referred are the authoritative, authoritarian, permissive, and uninvolved parenting. Various approaches of parenting style are likely to shape a person's behavior in carrying out the learning process to the level of higher education called college students. Along with technological developments that take place, students carry out the learning process including of how a person has a tendency to behave in using an e-learning system. The user's behavior of e-learning systems referred to in this case are online individuals (individual self-learning online), offline individuals (individual self-learning offline), groups in synchronous (group based synchronously), and groups in non-synchronous (group based asynchronously). This descriptive study involved 486 active USU students as respondents obtained using cluster random sampling. Data analysis was carried out by a cross tab to explain a number of individual profiles based on parenting orientation and the tendency of user's behavior in the e-learning system, ethnic culture, and birth order. Distribution showed that the tendency of authoritative parenting was the user of an individual e-learning online system.
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Yang, Pei Ling. "Exploring Synchronous Learning during COVID-19 Pandemic: Taiwan EFL College Learners’ Motivation and Learning Experience." AsiaCALL Online Journal 13, no. 5 (2022): 1–14. http://dx.doi.org/10.54855/acoj.221351.
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The purpose of this study was twofold: first, to explore Taiwan EFL college learners' motivation for synchronous learning, and second, to differences between gender groups in their synchronous learning motivation during the time of the COVID-19 pandemic. A total of 96 undergraduate learners from northern Taiwan took part in the study. All the participants were required to participate in 4 different types of online activities: synchronous learning, online discussion, group oral presentation, and submission of e-assignments. Quantitative and qualitative data were collected, including a motivation questionnaire and learners' essay writing. According to the findings, their overall motivation was positive. Nevertheless, male learners had significantly less confidence in their online performance and less acceptance of this kind of interaction. This study highlights not only the crucial role of motivation in synchronous learning acceptance and engagement but also the importance of gender differences, self-regulation, social interaction, and self-efficacy for effective online learning.
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Jahn, Matthias, Claudia Piesche, and Stefan Jablonski. "Flexibility requirements concerning the design of synchronous e‐learning systems." Interactive Technology and Smart Education 9, no. 4 (2012): 233–45. http://dx.doi.org/10.1108/17415651211284020.
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Hrastinski, Stefan, Christina Keller, and Sven A. Carlsson. "Design exemplars for synchronous e-learning: A design theory approach." Computers & Education 55, no. 2 (2010): 652–62. http://dx.doi.org/10.1016/j.compedu.2010.02.025.
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Marco, Felix, Victor Penichet, and José A. Gallud Lázaro. "Collaborative e-Learning through Drag & Share in Synchronous Shared Workspaces." JUCS - Journal of Universal Computer Science 19, no. (7) (2013): 894–911. https://doi.org/10.3217/jucs-019-07-0894.
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e-Learning platforms allow users to collaborate with one other. Moodle, as one of the main e-Learning platforms, provides tools to perform collaborative tasks. With these tasks, students are able to share documents and information. The means provided by Moodle are not enough to perform some collaborative tasks, such as sharing documents in real-time. In this scenario users must be aware of what is happening in the system effectively. We propose the use of Drag & Share within Moodle, a collaborative tool that allows users to synchronously share resources in real-time. Through this tool, teachers are able to easily provide a shared workspace for students and be able to create groups. With such a tool, students can share all kind of resources and be aware of what is going on in the system in which they are participating and of what they are doing. All these features use standard technologies, such as HTML5.
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Fauzi, Ahmad. "E-LEARNING BERBASIS MOODLE SEBAGAI MEDIA INFORMASI DAN KOMUNIKASI GUNA MENCEGAH PENYEBARAN COVID-19." An-Nisa' : Jurnal Kajian Perempuan dan Keislaman 13, no. 1 (2020): 28–39. http://dx.doi.org/10.35719/annisa.v13i1.23.
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To prevent the spread of Covid-19, various universities and schools began to implement e-learning. This is the application of application-based learning. There are many universities that have organized this learning model program and have passed their students' thesis and dissertation examinations by utilizing this technological sophistication. This paper explains the nature of e-learning model, both its characteristics, strengths, weaknesses and its benefits in preventing the spread of Covid-19. Basically, e-learning has two types, namely synchronous and asynchronous. The Synchronous is learning process all at once between lecturers and students (on line at the same time). Whereas the asynchronous is not at the same time. Students can take different time from lecturers. It can be concluded that e-learning can be used to prevent the spread of covid-19, because there is no face-to-face learning when giving material. E-learning also has several advantages over conventional learning systems. However, e-learning also has shortcomings, such as the lack of interaction between students and teachers even between other students, tend to ignore the social aspects and foster individual aspects, the teaching and learning process tends towards training rather than education, and several other shortcomings.
 Guna mencegah penyebaran Covid-19 ini, berbagai Perguruan Tinggi hingga sekolah mulai menerapkan e-learning. Upaya ini adalah penerapan pembelajaran berbasis aplikasi. Ada banyak kampus yang sudah menyelenggarakan program pembelajaran model ini dan sudah meluluskan ujian skripsi, tesis dan disertasi mahasiswanya dengan memanfaatkan kecanggihan teknologi ini. Tulisan ini berupaya untuk menjelaskan hakikat pembelajaran e-learning ini, karakteristik, kelebihan dan kekurangannya serta manfaatnya dalam mencegah penyebaran Covid-19. Pada dasarnya, e-learning memiliki dua tipe, yaitu synchronous dan asynchronous. Synchronous artinya proses pembelajaran terjadi pada saat yang sama antara dosen dan mahasiswa (on line di waktu bersamaan). Sedangkan asynchronous tidak pada waktu bersamaan. Mahasiswa dapat mengambil waktu pembelajaran berbeda dengan dosen yang memberikan materi. Dapat disimpulkan bahwa pembelajaran berbasis e-learning dapat dimanfaatkan sebagai media untuk mencegah penyebaran covid-19, sebab tidak dibutuhkan adanya tatap muka dalam pemberian materi pelajaran. E-learning juga memiliki beberapa kelebihan dibandingkan dengan sistem pembelajaran konvensional. Namun demikian, e-learning juga memiliki kekurangan, seperti minimnya interaksi antara pelajar dengan pengajar bahkan antara pelajar yang lain, kecenderungan mengabaikan aspek sosial dan membuat tumbuhnya aspek individual, proses belajar mengajar cenderung ke arah pelatihan dari pada pendidikan, dan beberapa kekurangan lainnya.
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Fakhriyah, Fina, Siti Masfuah, and Farah Shoufika Hilyana. "Application Of Learning Science Concepts Through Sunan E-Learning." Jurnal Basicedu 5, no. 5 (2021): 3920–27. http://dx.doi.org/10.31004/basicedu.v5i5.1461.
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The purpose of writing this article is to describe the application of LMS (Sunan) in learning the concept of science in the Primary Teacher Education Study Department Universitas Muria Kudus before the covid-19 pandemic and after the covid-19 pandemic. Internet-based learning allows synchronous learning to occur with the main advantage that the learner and facilitator do not have to be in the same place. The use of Sunan helps to learn in a remote context and is limited to not meeting face to face during this covid-19 pandemic. In this era of e-learning, lecturers have an important role in using Moodle to support e-learning activities. The benefits of using e-learning are that it can be accessed easily, the cost is more affordable, the learning time and insight becomes external because of the learning resources obtained from various sources.
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ALTINTAS KAPTAN, Meric, Ecem EDIS, and Aslıhan UNLU. "ASSESSMENT OF SYNCHRONOUS ONLINE ARCHITECTURE EDUCATION FROM STUDENTS’ PERSPECTIVE." Turkish Online Journal of Distance Education 24, no. 4 (2023): 50–76. http://dx.doi.org/10.17718/tojde.1213077.
Full textAbstract:
This research aims to identify and investigate different dimensions and underlying factors influencing the successful implementation of e-Learning, from participants’ viewpoint, i.e. architecture students. To examine the constituents of an effective e-Learning experience in education, evaluation themes were formulated as overall substitutability level, cognitive performance, social interaction and engagement, student comprehension and comfort, personal preference, and learners’ satisfaction. Through literature survey and review of mostly referred factors affecting e-Learning efficiency, four dimensions were designated for further elaboration in this study: (i) course characteristics, (ii) participant characteristics, (iii) e-Learning environment, and (iv) prior acquaintance, with each category including several sub-measures. Survey method was employed and a questionnaire was administered to 122 architecture students at both undergraduate and graduate levels to investigate participant perspectives in reference to particular synchronous lectures delivered online. Out of ten potential influencing factors hypothesized, seven were verified to be critical determinants of e-Learning effectiveness in architectural education.