Asynchronous/Synchronous Learning Chasm

Serdyukov, Peter

doi:10.4018/978-1-7998-1622-5.ch001

Cited by 12 publications

(10 citation statements)

References 36 publications

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“…Education and learning are human endeavors, and they are far too important to turn over to algorithms and artificial intelligence (Warner, 2020). While we are working towards the AI-based OL, we cannot afford to lose generations of students to formalization and must retain a positive human social environment by integrating it into OL (Serdyukov, 2019).…”

Section: Discussionmentioning

confidence: 99%

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Formalism in online education

Serdyukov

2021

JRIT

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PurposeWith the rapid transition of education from the traditional, classroom- or campus-based to the online format, there grows a need for not only taking advantage of online technology but also assessing actual and potential effects it can make on the learners, learning, education, and society. One of the risks inherent in online learning is its growing formalization both in the organization of the learning and in its process, which may gravely affect students’ learning, health, cognition, behavior and quality of the learning outcomes. It can also produce serious implications for the society. This article investigates the origins of formalization, its forms and stages, and discusses asynchronous, precision, and automated learning formats from this perspective. Among many issues, the impact of formalization on the learner's development and socialization is considered. The author offers a pragmatic solution for deformalization of online learning.Design/methodology/approachQualitative analysis of contemporary research literature, educational trends and practices.FindingsIt was found that formalism permeates online education in many ways. It is present in asynchronous, precise and automated learning and may produce significant impact on students, their learning, and society.Research limitations/implicationsThis is a qualitative research based on the analysis of current research literature and teaching practices.Practical implicationsWhile formalism in education is an unavoidable evil, its impact must be diminished. Critical analysis and practical recommendations offered may help improve online teaching and learning.Social implicationsFormalism affects both students' socialization in the online learning environment, and patterns of socialization in the society. It also impacts students’ cognition and behaviors. So, counteracting formalism may benefit the society's well-being.Originality/valueThe authors could not find any publications on this topic. So this is an original material which may contribute to improving online teaching and learning.

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Section: Discussionmentioning

confidence: 99%

“…Their professional development is based not on a sound pedagogic theory but on occasional technology-focused training, practical tips, and instructional resources. Students are, nevertheless, worried about the instructor's nominal presence in online classes (Serdyukov, 2019;Online Student, 2020).…”

Section: Online Learning Formalization Phasesmentioning

confidence: 99%

Formalism in online education

Serdyukov

2021

JRIT

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“…On the other hand, during asynchronous online learning, interactions between teachers and students occur later during lecture videos and discussion forums, which allow students time to think about topics beforehand. Asynchronous learning has the advantage of facilitating learning using group interactions between participants or participants and distant groups (Serdyukov 2020 ).…”

Section: Impacts Of the Pandemic On Medical Education And Its Prospectsmentioning

confidence: 99%

“…Given the advantages and disadvantages of the two different types of online learning, a holistic approach is warranted for the effective design and implementation of online classes and follow-up activities (Serdyukov 2020 ; Stojan et al 2021 ). Although the potential of technology use to transform teaching and learning is well known (Ellaway 2019 ), a recent systemic review of online learning in medical education shows that it was largely used to replace or amplify traditional teaching for online classes, and its potential to transform teaching remains largely unrealized (Stojan et al 2021 ).…”

Section: Impacts Of the Pandemic On Medical Education And Its Prospectsmentioning

confidence: 99%

Moving forward: embracing challenges as opportunities to improve medical education in the post-COVID era

Kim

2022

Humanit Soc Sci Commun

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Pandemics affect every aspect of life, and Coronavirus Disease 2019 (COVID-19) is no exception. The impact of COVID-19 might be even greater in medical education, which involves close contact with patients. This comment reviews current trends in medical education in response to COVID-19, especially in the pre-clerkship curriculum, and discusses opportunities and challenges in medical education in the post-pandemic era. COVID-19 has accelerated the adoption of online teaching and learning and is expected to boost innovation in medical education. First, blended learning, which is a mix of online and offline learning intended to incorporate the best of both worlds, is expected to become more widespread. Second, more novel approaches to learning that involve student-led initiatives likely become popular mediated by various technologies. Third, there will be more use of online learning resources and assessments. As online learning is expected to play a prominent role in the post-COVID-19 era, such transitions offer both opportunities and challenges. These challenges include faculty development on online teaching skills, creation and sharing of online resources, and effective design and implementation of online assessments. This comment calls for institutional support and collaborations for faculty development and for the development and sharing of learning resources, more models and guidelines for effective technology integration, and use of the virtual learning environment to promote student-centered learning to embrace the challenges as opportunities to improve medical education in the post-COVID era.

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“…Online education is a branch of distance learning since it involves teaching where teacher and student are physically separated (Means et al, 2014). These learning experiences can occur in synchronous contexts (where interaction among the teacher and students happens simultaneously) or asynchronous contexts (where students interact with lesson material at their own pace) (Serdyukov, 2019). Since ERT in the present times aims at facilitating social distancing by moving the entire teaching/ learning process onto online fora, ERT is a combination of distance and online education.…”

Section: Emergency Remote Teaching (Ert) During the Pandemicmentioning

confidence: 99%

Learning to Learn with COVID-19: An Exploration into Sri Lankan Undergraduates’ Attitudes and Experiences vis-à-vis Emergency Remote Teaching

Dissanayake¹

2021

Univ. Colombo Rev.

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This article focuses on undergraduate students' experiences and attitudes to Emergency Remote Teaching (ERT) during and after the first COVID-19 lockdown in Sri Lanka, which began in March 2020. The pandemic triggered a shift from traditional educational methods to online teaching and learning. For this transition to be successful, the opportunities and challenges of online learning during a pandemic should be studied. The article and its findings are based on a questionnaire and Focus Group Discussion (FGD) with eighteen undergraduates of a degree-awarding, non-state higher education institute (NSHEI). Overall, the majority of students displayed a favorable attitude to online education and a preference for blended learning in the future. Advantages were reduced travel time and cost, punctuality, the ability to attend lectures from comfortable surroundings, and the availability of recordings of the lecture. Disadvantages were inadequate internet facilities, devices, and training in the use of the internet and the Learning Management System (LMS). Disrupted concentration and motivation due to the absence of a good learning environment was also reported, as were the limitations of the mobile phone as the primary device for online learning, lack of face-to-face interaction and immediate feedback/ clarification, COVID fatigue, and exam related stress. Suggestions for overcoming these issues are provided at the end of the article.

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Asynchronous/Synchronous Learning Chasm

Cited by 12 publications

References 36 publications

Formalism in online education

Formalism in online education

Moving forward: embracing challenges as opportunities to improve medical education in the post-COVID era

Learning to Learn with COVID-19: An Exploration into Sri Lankan Undergraduates’ Attitudes and Experiences vis-à-vis Emergency Remote Teaching

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