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Asynchronous learning

About: Asynchronous learning is a research topic. Over the lifetime, 936 publications have been published within this topic receiving 23414 citations.


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Journal ArticleDOI
19 Mar 2019
TL;DR: The authors explored the role of social presence in online learning environments and its relationship to students' perceptions of learning and satisfaction with the instructor, and found that students with high overall perceptions of the social presence also scored high in terms of perceived learning and perceived satisfaction with instructor.
Abstract: Research has demonstrated that social presence not only affects outcomes but also student, and possibly instructor, satisfaction with a course [1]. Teacher immediacy behaviors and the presence of others are especially important issues for those involved in delivering online education. This study explored the role of social presence in online learning environments and its relationship to students’ perceptions of learning and satisfaction with the instructor. The participants for this study were students who completed Empire State College’s (ESC) online learning courses in the spring of 2000 and completed the end of semester course survey (n=97). A correlational design was utilized. This study found that students with high overall perceptions of social presence also scored high in terms of perceived learning and perceived satisfaction with the instructor. Students’ perceptions of social presence overall, moreover, contributed significantly to the predictor equation for students’ perceived learning overall. Gender accounted for some of the variability of students’ overall perception of social presence, while age and number of college credits earned did not account for any of the variability.

1,399 citations

Journal ArticleDOI
TL;DR: This Viewpoint suggests flexible ways to repair the damage to students’ learning trajectories once the pandemic is over and gives a list of resources.
Abstract: The COVID-19 pandemic is a huge challenge to education systems. This Viewpoint offers guidance to teachers, institutional heads, and officials on addressing the crisis. What preparations should institutions make in the short time available and how do they address students' needs by level and field of study? Reassuring students and parents is a vital element of institutional response. In ramping up capacity to teach remotely, schools and colleges should take advantage of asynchronous learning, which works best in digital formats. As well as the normal classroom subjects, teaching should include varied assignments and work that puts COVID-19 in a global and historical context. When constructing curricula, designing student assessment first helps teachers to focus. Finally, this Viewpoint suggests flexible ways to repair the damage to students' learning trajectories once the pandemic is over and gives a list of resources.

1,196 citations

Journal ArticleDOI
19 Mar 2019
TL;DR: Performance in an online course in relationship to student interaction and sense of presence in the course is examined to go beyond typical institutional performance measures and to examine measures specifically related to course objectives.
Abstract: The research literature on Web-based learning supports the assumption that interaction is important for a successful course, yet questions exist regarding the nature and extent of the interaction and its effects on student performance. Much of the research is based on student perceptions of the quality and quantity of their interactions and how much they have learned in an online course. The purpose of this study is to examine performance in an online course in relationship to student interaction and sense of presence in the course. Data on multiple independent (measures of interaction and presence) and dependent (measures of performance) variables were collected and subjected to analysis. An attempt was made to go beyond typical institutional performance measures such as grades and withdrawal rates and to examine measures specifically related to course objectives.

1,132 citations

Journal ArticleDOI
TL;DR: Online learners who have stronger sense of community and perceive greater cognitive learning should feel less isolated and have greater satisfaction with their academic programs, possibly resulting in fewer dropouts.
Abstract: The primary purpose of this study was to determine if a relationship exists between sense of community and cognitive learning in an online educational environment. Study participants consisted of 314 students enrolled in 26 graduate education and leadership courses taught at a distance using the Blackboard.comSM e-learning system. Study results provided evidence that a significant relationship exists between classroom community and perceived cognitive learning. Online learners who have stronger sense of community and perceive greater cognitive learning should feel less isolated and have greater satisfaction with their academic programs, possibly resulting in fewer dropouts.

816 citations

Journal ArticleDOI
TL;DR: The benefits of using emerging technology tools such as wikis, blogs, and podcasts to foster student interaction in online learning are explored and the possible implications this influence affords are probed.
Abstract: Current trends in the field of distance education indicate a shift in pedagogical perspectives and theoretical frameworks, with student interaction at the heart of learner‐centered constructivist environments. The purpose of this article is to explore the benefits of using emerging technology tools such as wikis, blogs, and podcasts to foster student interaction in online learning. It also reviews social software applications such as Writeboard™, InstaColl™, and Imeem™. Although emerging technologies offer a vast range of opportunities for promoting collaboration in both synchronous and asynchronous learning environments, distance education programs around the globe face challenges that may limit or deter implementation of these technologies. This article probes the influence of technology on theory and the possible implications this influence affords.

805 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
202392
2022229
2021110
202063
201974
201820