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Effects of the Frequency of Synchronous Classes on Online Learning and Learners’ Perspectives

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초록

The study aims to investigate the effects of the asynchronous and synchronous online learning on learners’ performance and their perceptions. The study was conducted during the COVID-19 pandemics in 2020 and 2021. A total of 150 students who enrolled in a General English class took pre-recorded and synchronous online college English lectures course and the research was implemented for 14 weeks. At the end of the course, they were surveyed using a Google Forms questionnaire. Students who were taught through asynchronous online lectures were compared with those who were taught through asynchronous and synchronous at the same time. The first group was delivered in a fully asynchronous format; another group incorporated weekly synchronous lectures using Zoom; and the other combined synchronous lectures were given every three weeks. The result indicated that there was a significant difference between the groups. Among the three groups, ASYNC + SYNC group performed better than the asynchronous group. And between the two asynchronous and synchronous groups, ASYNC + SYNC group with 5 Zoom sessions outperformed the group with more frequent Zoom sessions. Participants had positive attitudes towards the synchronous learning format. Pedagogical implications on college English online synchronous and asynchronous lectures are provided.

Abstract

The study aims to investigate the effects of the asynchronous and synchronous online learning on learners’ performance and their perceptions. The study was conducted during the COVID-19 pandemics in 2020 and 2021. A total of 150 students who enrolled in a General English class took pre-recorded and synchronous online college English lectures course and the research was implemented for 14 weeks. At the end of the course, they were surveyed using a Google Forms questionnaire. Students who were taught through asynchronous online lectures were compared with those who were taught through asynchronous and synchronous at the same time. The first group was delivered in a fully asynchronous format; another group incorporated weekly synchronous lectures using Zoom; and the other combined synchronous lectures were given every three weeks. The result indicated that there was a significant difference between the groups. Among the three groups, ASYNC + SYNC group performed better than the asynchronous group. And between the two asynchronous and synchronous groups, ASYNC + SYNC group with 5 Zoom sessions outperformed the group with more frequent Zoom sessions. Participants had positive attitudes towards the synchronous learning format. Pedagogical implications on college English online synchronous and asynchronous lectures are provided.

참고문헌 (44)

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