Impact of Synchronous and Asynchronous Settings of Online Teaching and Learning in Higher Education on Students’ Learning Experience During COVID-19

Abstract

The sudden impact of the COVID-19 pandemic challenged universities to provide students with online teaching and learning settings that were both immediately applicable and supportive of quality learning. This resulted in a broad variety of synchronous and asynchronous online settings of teaching and learning. While some courses balanced both kinds, others offered either predominantly synchronous or asynchronous teaching and learning. In a survey study with students (N=3,056) and teachers (N=396) from a large German university, we explored whether a predominance of synchronous or asynchronous teaching and learning settings in higher education was associated with certain student experiences and outcomes. Additionally, we examined how well these two types of teaching and learning settings support students’ basic psychological needs for autonomy, competence, and relatedness proposed by self-determination theory (SDT). Data were collected after the first online semester due to the COVID-19 pandemic. The results imply that from the students’ perspective, the teaching methods involved in the two settings of teaching and learning differ with regard to their potential to support social interaction and to support basic psychological needs as proposed by SDT. Students who studied mostly in synchronous settings reported more peer-centered activities such as feedback in comparison to students in mostly asynchronous settings. In contrast, teachers perceived fewer differences between teaching methods in synchronous and asynchronous settings, especially regarding feedback activities. Further, students in mostly synchronous settings reported greater support of their basic psychological needs for competence support and relatedness as well as a greater overall satisfaction with the online term compared to students in mostly asynchronous settings. Across all students, greater fulfillment of psychological needs and higher technology acceptance coincided with outcomes that are more favorable. Implications for the post-pandemic classroom are drawn.

The Role of Relatedness in the Motivation and Vitality of University Students in Online Classes During Social Distancing

“…Indeed, choosing video chat seemed to enhance the effects of a relatedness supportive teaching style. Our finding contributes to the recent studies showing that hosting interactive real time lessons with video chat enhances positive experiences and motivation in online classes ( Krammer et al, 2020 ; Fabriz et al, 2021 ) and student relatedness satisfaction ( Chiu, 2021 ). Our finding also accords with media richness theory ( Daft and Lengel, 1986 ) and social presence theory ( Short et al, 1976 ) which posit that the use of media high in social presence in the classroom not only improves communication but also promotes relationship processes as the use of such media facilitates the transmission and reception of non-verbal social cues that are important in the personal exchange (e.g., facial expressions).…”

Effectiveness of English for Tourism E-Learning during the Covid-19 Pandemic

“…The use of the learning model is also adapted to the material to be taught so that the suitability between the two and all components are appropriate. Active involvement and interaction of students show the efficiency of learning so that they can absorb the subject matter and practice it (Almusharraf, 2021;Fabriz et al, 2021). Therefore, the ability of human resources is at the forefront in improving the quality of education (Ritonga, 2018;Vlachopoulos & Makri, 2021).…”

Secondary Education and COVID-19

“…A possible disadvantage of synchronous learning is its lack of flexibility [34]. On the other hand, a possible disadvantage of an asynchronous setting is that instantaneous feedback is not available, and student learning occurs independently, such as by utilizing uploaded learning material or learning through educational television or radio programs [61]. A benefit of asynchronous learning is convenience, where students can learn in a flexible manner and work at their own pace [34].…”