How the Education Industries React to Synchronous and Asynchronous Learning in COVID-19: Multigroup Analysis Insights for Future Online Education

Abstract

The phenomenon of the COVID-19 pandemic requires prevention actions, such as social and physical distancing. In education, there is no choice but to adapt to online learning from traditional face-to-face learning. Online learning is divided into two approaches, namely synchronous and asynchronous learning. In practice, both synchronous and asynchronous learning have their respective advantages and disadvantages that can affect the efficiency and the effectiveness of online learning that are felt by students. The present study has analyzed students’ acceptance of synchronous learning and asynchronous learning by comparing the results of the two approaches that were used in educational institutions. Data from 162 respondents in the synchronous and 147 asynchronous online learning surveys were obtained through distributing online questionnaires. The present research utilized multigroup partial least square-structural equation modeling (PLS-SEM) for data analysis. The results indicate that students’ acceptance of synchronous online learning is influenced by the characteristics of the teachers, technological innovations, and the quality of the learning system. At the same time, the teacher characteristics, the organizational and technical support, technological innovations, and the trust affect the acceptance of asynchronous online learning. The R2 that was generated from the two groups was 58 percent and 62 percent for synchronous and asynchronous learning, respectively. The managerial implications that can be implemented are also described here in order to assist institutions in increasing the acceptance of synchronous and asynchronous online learning for future online education.

Learners’ Experiences in an Online Learning Environment: An Analysis of the Impact of International Collaboration

“…Differences between synchronous and asynchronous learning may be partially explained by differences in how instructors seek out student acceptance of the formats. Synchronous learning acceptance is influenced by technological innovations and quality of the learning system, while asynchronous learning acceptance is influenced by organizational and technical support, technological innovations-however, both forms of acceptance are strongly influenced by the characteristics of the teachers (Persada et al, 2022). Perhaps unifying the aforementioned fields, some research has also shown that asynchronous collaboration is most effective when coupled with synchronous forums, such as in the case of oral learning skills in EFL classes (see Fischer & Yang, 2022), or in the learning outcomes for math students during the COVID lockdowns (Calder et al, 2021).…”

Revitalizing General Practice: The Critical Role of Medical Schools in Addressing the Primary Care Physician Shortage

“…Integrating interprofessional education, preventive medicine, and early intervention strategies can foster a holistic understanding of healthcare among students. Furthermore, leveraging innovative teaching methodologies, such as problem-based learning, simulation, and digital technologies, can help engage students and enhance their clinical reasoning and decision-making skills [ 36 ]. By implementing these curricular changes, state medical schools can better prepare graduates for careers in general practice and contribute to a more robust primary care workforce.…”

Satisfaction with online education among students, faculty, and parents before and after the COVID-19 outbreak: Evidence from a meta-analysis

“…Categorized by temporal constraint, online learning can be roughly divided into two types: asynchronous and synchronous (Persada et al, 2022 ). Asynchronous online learning refers to the acquiring of knowledge by students from online curricular materials on their own time, and thus, the teacher and students remain independent in both time and space (Friend and Johnston, 2005 ; Murphy et al, 2010 ).…”

“…Asynchronous online learning refers to the acquiring of knowledge by students from online curricular materials on their own time, and thus, the teacher and students remain independent in both time and space (Friend and Johnston, 2005 ; Murphy et al, 2010 ). Despite being less constrained by time, asynchronous online learning indicates a higher demand for students' self-discipline due to limited interaction with instructors (Persada et al, 2022 ). Unlike asynchronous online learning, another type, synchronous online learning, requires students and teachers to schedule the same time for spontaneously communicating as if they were physically co-present despite being geographically independent (Murphy et al, 2010 ).…”