Design and Demonstration of a Portable Mobile Cloud Learning Platform for Post Pandemic Synchronous Learning

Post Covid-19 education posed an equally challenging task among teachers and learners. During these times limitation on face-to-face learning and gradual emigration from full online means of instruction had become an issue worth solving. Schools opted to adapt hybrid learning modalities as a means to cope with the learning demands in this era. However, most schools are put on a disadvantage because of the required technologies to support this mode of learning. This research describes an initial design and demonstration of a portable mobile cloud network to support synchronous learning. The system was installed and tested on both a schoolwide and classroom setting. Initial results showed that the proposed system was favorable as an alternative means to hybrid learning. © 2022 IEEE.

A bibliometric analysis of the trends, topics, and findings of research publications on asynchronous and synchronous online language learning over three decades

Since the first study on computer-mediated communication tools in support of language learning was published in 1992, asynchronous and synchronous tools have been widely adopted;however, few reviews have been conducted to explore the research status in this field. As COVID-19 has increased the use of online tools in education, the need to understand how asynchronous and synchronous tools are being used in language education has grown. In this bibliometric analysis, we reviewed asynchronous and synchronous online language learning (ASOLL) by analyzing the trends, topics, and findings of 319 articles on ASOLL. The results indicate that interest in ASOLL has increased over the past three decades with ASOLL for oral proficiency development and collaborative ASOLL being the two main research issues. Interest in three topics collaborative ASOLL, emotions, and corrective feedback - was especially apparent. The review contributes to the understanding of ASOLL while providing practical implications for using information communication technologies to enhance language learning.

Emergency Blended Synchronous Learning Model during the COVID-19 Pandemic: A Qualitative Analysis

The COVID-19 pandemic impacted various aspects of our lives causing economic, social and psychological challenges all around the world. A sector that immediately responded to this unprecedented change was education, which migrated to online platforms. This study explored the attitudes, perceptions, and experiences of a group of students participating in an emergency blended synchronous learning model during the pandemic in Northern Cyprus. The study adopted a qualitative study by surveying a group of 68 undergraduate students' experiences through analysing their reflective accounts regarding the instructional mode of education that they received over the fall academic semester in 2020. The results of the study indicated that the new mode of instruction adopted in the context of the study not only presented technological, social, and psychological challenges for the students but also provided them with various learning opportunities and options during the COVID-19 pandemic. The findings of the study offer some implications for the use of technology in education in general and language teaching in particular. [ FROM AUTHOR] Copyright of Africa Education Review is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Shortening the learning curve for learners and educators: Solutions in the times of COVID-19

New advancements emerge in times of crisis. Throughout history, there have always been new developments in our political, social, and economic structures and technologies after wars, revolutions, and major natural disasters. Now, in times of the global COVID-19 pandemic in 2020-2021, it is critical for both educators and learners to adapt to different and new ways of learning, to stay ahead of the latest technologies and applications, and to empower our learners in transitioning to the new age of artificial intelligence. The case study that follows describes how our university in Canada transitioned from on-campus classes to remote synchronous delivery with an online asynchronous component during the COVID-19 period of campus closures. Comparison of this transition is made to other postsecondary contexts to highlight how such critical transitions may be eased in the future. The closure of universities in Canada and the move to online delivery happened abruptly as COVID-19 worsened and forced us to teach from our offices at home in mid-March 2020. I explain the teaching solutions that I found useful in transitioning my students to remote synchronous and online delivery. In addition to describing changes in our teaching and learning, I compare our experiences during this transition to other contexts and postsecondary classes to illustrate how and why preparation and adaptations are important. © Springer Nature Switzerland AG 2021. All rights reserved.

Text presentation or video: Malaysian university students' preferences with synchronous and asynchronous learning.

In overcoming the obstacles of online learning with the current Covid-19 pandemic crisis, synchronous and asynchronous learning has been a significant part of teaching strategies applied by educators to construct a collaborative online environment with Malaysian university students. Synchronous learning has always been the most effective strategy for social learning, while asynchronous learning allows students to learn on their own schedule. Moreover, despite having many educational platforms created for higher educational settings, the practicality of selection between two teaching-learning approaches of text-presentation and video is still a debate among teachers/ lecturers with students' learning styles. Therefore, this paper explored Malaysian university students' preferences between synchronous and asynchronous learning modes with text-presentation or video. Qualitative and quantitative data from 178 participants from both public and private universities were collected via open and close-ended questions in the designed questionnaire. The findings indicated that 68% of the students preferred synchronous learning mode compared to asynchronous. Meanwhile, 39% of the students favoured both text-presentation and video learning tools to be implemented in synchronous and asynchronous approaches as it provided them better opportunities to grasp the learning content better. Thus, it can be concluded that the synchronous learning mode is preferred if only one method is provided as the students highly value the teacher's presence for ease of communication, but students prefer a range of delivery methods. Moreover, the students also displayed a strong preference for applying both text-presentation and video to achieve their learning outcomes. Thus, it is suggested that the university lecturers need to explore and apply interactive pedagogical methods in online teaching-learning process, while contributing to the development of motivation, participation, and engagement among the university students in acquiring their subjects. As such, the findings of this study have informed the pedagogical implications, and further studies are mandatory.

The role of feedback in building teaching presence and student self-regulation in online learning

In this research we studied usable strategies to promote student engagement and learning in the online classroom specifically connected to the development of teaching presence and student self-regulation. A design-based research approach (Barab & Squire, 2004) with multiple methods of data collection were used in the study's design, which was informed by the Garrison et al.'s Community of Inquiry framework and Zimmerman's cycle of self-regulatory phases. Qualitative sources of data included coursework and semi-structured interviews with three student participants, accompanied by text-based planning and debrief notes, and a semi-structured interview with one instructor. The study context was an online course connected to a Bachelor of Education program at a university in Ontario, Canada. Findings indicate students experienced teaching presence directly in the timely, strengths-based and personal feedback they received. Regular feedback helped students know their work was being seen and that they were "on the right track”. Strengths-based and personal feedback aided student motivation and self-regulation, which emerged as important for ongoing engagement and learning online. Recommendations that emerged from this study are of interest internationally to designers of online learning courses, online instructors and researchers in online learning. © 2023

The Impact of Virtual Learning on Undergraduate and Postgraduate Programmes: A Sri Lankan Experience

Virtual learning became imperative during the past two years owing to the unexpected impediments faced by the entire world during the Covid-19 pandemic. For most part of this period the study programmes were completed entirely through virtual sessions. Several studies conducted globally during this period bring to light many positive as well as negative aspects of virtual learning. This paper focuses on the impact of virtual learning on undergraduate and postgraduate programmes at the University of Kelaniya, Sri Lanka. The Bachelor of Arts in German Studies and Master of Arts in Linguistics are the focus of this study covering two academic years. The aim of this study is to review the positive and negative aspects of virtual learning from a student perspective and to explore the possibility of adapting to a blended approach in the future in a post pandemic era. It is also aimed at finding out what percentage of the courses can be conducted virtually. Data obtained through online questionnaires, feedback at the end of each session, teacher views and student performance were analysed to find out the impact of virtual learning. The analysis of data obtained gave similar results in the positive and negative aspects of virtual learning in both undergraduate and postgraduate programmes except for the fact that the undergraduates preferred at least 70% of the sessions to be conducted onsite. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

A narrative of early childhood educator faculty experiences using synchronous cooperative learning amid a pandemic

The purpose of this qualitative narrative inquiry study was to explore the experiences of Texas higher education faculty in early childhood educator preparation programs (EPP) with the use of cooperative learning (CL) strategies in a synchronous online learning environment during the COVID-19 pandemic. The theory of social interdependence and the elements of cooperative learning comprise the theoretical foundation. The qualitative narrative inquiry design was used to explore the phenomenon of the study and the research questions. The sample included eight faculty in early childhood EPPs in Texas who transitioned from face-to-face instruction to online implementing CL in synchronous modalities amid the COVID-19 pandemic. Data were collected through individual semi-structured interviews. A narrative inquiry design enabled the participants to tell the story of their experiences, providing the researcher with an opportunity to interpret the symbolic meaning and significance of the stories told. The analysis procedures included organization and preparation of the interview data, narrative coding, and interpretive analysis. The restoring process provided detailed description of the temporal commonplace, detailing the time in which the participants experienced the shift, the societal, detailing the social and personal aspect of the experiences, and place commonplace dimension connecting to the phenomenon of the study. The findings included faculty perspectives on redesigning their courses, course work, considering course delivery, restructuring assignments, and ways to stay connected with students and support students' social interdependence. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The use of blended synchronous learning for property education in and beyond the COVID-19 pandemic

PurposeThe COVID-19 outbreak has brought serious disruptions worldwide and higher education has been at the forefront of this global pandemic. To adapt to the "new normal”, new technology-backed teaching mode emerges in universities as valued option to integrate face-to-face and remote teaching-learning activities. Blended synchronous learning (BSL) forms part of this new trial. This paper investigates the relevance and implications of BSL for university teaching and learning in the field of property and built environments in and beyond the transitional period of COVID disruptions and a time of global uncertainty.Design/methodology/approachThis paper adopts case study approach to the understanding of BSL and its initial planning and design for property course delivery at the University of Melbourne. A review of literature helps formulate an analytical lens for the delivery mode and its significance and challenge in enhancing student learning experience. It also brings insights from the experience of participant observation.FindingsThis paper envisions new possibilities and challenges projecting the BSL as innovative and useful teaching-learning mode for property and built environments education in and beyond the pandemic. The analysis demonstrates the pedagogical values of BSL in facilitating supportive and equitable learning environment to achieve quality learning outcomes for property education. It identifies opportunities and challenges corresponding the underlying logic and practice of BSL.Originality/valueThis paper is the first to examine the use of BSL delivery and its pedagogical significance in post-pandemic property education. It sheds light on innovative pedagogical design for academic institutions to manage pandemic and technological disruptions to teaching-learning.

Remote learning in the context of COVID-19: reviewing the effectiveness of synchronous online delivery

PurposeThis article aims to explore student views from a UK higher educational institution about the concept of remote online higher educational delivery. Students were asked about opinions towards working remotely and the psychological impact this had upon students and students' studies. The research provided students with the opportunity to reflect upon whether the practice of delivering education remotely continues to provide students with a beneficial student learning experience.Design/methodology/approachThe research adopted a case study methodology utilising a mixed methods approach via questionnaire-based research. In total, 894 students completed the questionnaire. The aim of the research was to obtain a wide breadth of student opinion from multidisciplinary backgrounds to ascertain whether students' learning experience differed per subject area.FindingsThe research identified some interesting findings, namely that certain participants considered that learning remotely online was beneficial for instant feedback, supported motivation and fostered communities of practice. Negative perspectives related to feeling isolated, unmotivated and a preference towards face-to-face (F2F) delivery. One of the main areas of conflict identified from this study is that the aspect of engagement can impact students' online learning both positively and negatively.Originality/valueThe study provides an in-depth multidisciplinary student tertiary perspective relating to online remote learning. The findings from this study can be useful for educators to reflect upon and inform educational policy in relation to how best to facilitate and support the student learning experience off-campus.

The great equalizer: A case study of distance learning in public schools

This exploratory case study aimed to understand how the sudden and abrupt transition to distance education due to the SARS-CoV-2 pandemic of 2020 highlighted the vast differences in levels of readiness for adopting distance education among the public-school districts throughout the State of Connecticut. It explores the reasons behind the inequities in the implementation of distance learning in public school districts. To develop a more detailed understanding of the problem, the research employs the exploratory approach to identify the contributing factors that render some districts more successful than others in their rollout of distance learning for their students. The experiences of school and district administrators as well their familiarity with advanced learning technologies are utilized. The basis of this study's conceptual framework consists of three streams: the history of public education delivery, perception and familiarity with modern learning, and modern learning and delivery modalities. The guiding research questions are as follows: 1. What defines distance learning in Connecticut public schools? 2. What factors contributed to the adaptation of distance learning from an administrative perspective? 3. What is the current perception of distance learning from critical stakeholders? (PsycInfo Database Record (c) 2022 APA, all rights reserved)

University students' experience of online space while engaging in synchronous learning via videoconferencing amidst the pandemic.

Background: The high infectivity and fatality of COVID-19 has changed the mode of higher education from onsite to online. Although many studies investigated the effectiveness and satisfaction of online education, little is known regarding university students' lived experience of online space during synchronous learning via videoconferencing. Objective: The present study explored how university students experienced online space when engaging in synchronous learning via videoconferencing platforms during the outbreak of the pandemic. Method: The phenomenological approach was chosen to primarily explore students' experience of online space as well as their experience of embodiment and relations to self and others. Interviews were conducted with nine university students who voluntarily participated to share their experience of online space. Results: Three core themes were generated from the descriptions of experiences provided by the participants. For each core theme, two sub-themes were emerged and described. The analysis of the themes demonstrated that online space was experienced as being separate from home but also inseparable because it was an extension of the comforts of home. This inseparableness is also reflected in the virtual classroom where the rectangular screen presented on the monitor is always shared with everyone in the class. Moreover, online space was perceived as having no transitional space in which spontaneity and new encounters occur. Finally, the presence of self and others was experienced differently in online space due to the participants' choices of being seen or heard using their microphones and cameras. This led to a different sense of togetherness in online space. The insights gained from the study were discussed in relation to considerations for online learning in the post-pandemic era. Conclusion: Based on the emerged themes from the results, the current study concluded that the online space created by technologies cannot be a complete substitute for traditional face-to-face classrooms and suggested possible implications for designing and using online space in university education.

Design and evaluation of a remote synchronous gamified mathematics teaching activity that integrates multi-representational scaffolding and a mind tool for gamified learning.

Gamified learning is an instructional strategy that motivates students to learn, and the use of multiple representations assists learning by promoting students' thinking and advanced mathematical problem-solving skills. In particular, emergency distance learning caused by the COVID-19 pandemic may result in a lack of motivation and effectiveness in learning. This study designed an online gamified learning activity incorporating multi-representational scaffolding and compared the differences in the learning achievement and motivation for the gamified activity and general synchronous distance learning. In addition, for the group that conducted the gamified learning activity, we measured the participants' flow, anxiety, and emotion during the activity. A total of 36 high school students participated in the experiment. The results indicated that the gamified learning activity was not significantly effective in terms of enhancing learning achievement. In terms of learning motivation, a significant decrease in motivation was found for the group using general synchronous learning, while a significant increase in motivation was found for the group using synchronous gamified learning. This indicates that despite the negative impact of the pandemic on learning, gamified learning still enhances students' learning motivation. The results of flow, anxiety, and emotion showed that the participants had a positive and engaged experience. Participants provided feedback that the multi-representational scaffolding facilitates learning.

Student and teacher experiences of online synchronous learning

Purpose: The outbreak of the COVID-19 pandemic brought about rapid changes in higher education (HE) pedagogies, with universities adding online options to their core face to face offering. The use of technology to facilitate learning has been a mainstay in traditional distance education settings. The paper aims to understand student and teacher experience of synchronous online learning in HE to develop practice and assist those newly coming to online teaching. Design/methodology/approach: The authors conducted a ‘rapid review' of articles related to this topic over the last 21 years. Thematic analysis of the 61 studies identified for inclusion were;Use of technology, planned pedagogy, comparison of synchronous and asynchronous learning, relationships online, teacher and student attitudes, COVID-19 reflections. Findings: This study's findings show many studies examined the transition from classroom to online learning, rather than the experience of being online. Building a community of learning, with interaction between all parties, was central to success in the development of an approach to online synchronous teaching. Research limitations/implications: Few of the early papers included here expressly explored student and teacher experiences of synchronous learning. Instead, they broadly discussed blended learning, or compared functionality and effectiveness of online teaching, with traditional in person or offline/asynchronous alternatives. An additional drawback was that educators were frequently involved in studies which investigated the experiences of their own students. Originality/value: This study is one of the few to focus on the experience of staff and students in the online synchronous environment. The results show there is scope to achieve improvement in online learning, through research focussed on how students, lecturers and institutional administrators adapt to the new normal. © 2023, Emerald Publishing Limited.

Impact of Self-Directed Learning and Educational Technology Readiness on Synchronous E-Learning

The coronavirus (COVID-19) has had severe global impacts in many aspects of education. Asian countries and regions have been the first responders to move entirely online since the epidemic started. The aim of this paper is two-folded. First, this study investigates the correlations in order to understand the compounded effects on presences in the participating synchronous learning environments. Second, this paper provide empirical evidence and insights for educators on the future trends of learning and instructional strategy in online teaching. This study investigated students' perception of synchronous e-learning during the COVID-19 pandemic for the better design of the e-learning teaching pedagogy and determines how the key factors of e-learning perception are inter-correlated enabling educators to focus on. The study has important implications that student readiness in educational technology is critical to assist the recent practice in implementing online learning.

Remote learning in the context of COVID-19: reviewing the effectiveness of synchronous online delivery

Purpose: This article aims to explore student views from a UK higher educational institution about the concept of remote online higher educational delivery. Students were asked about opinions towards working remotely and the psychological impact this had upon students and students' studies. The research provided students with the opportunity to reflect upon whether the practice of delivering education remotely continues to provide students with a beneficial student learning experience. Design/methodology/approach: The research adopted a case study methodology utilising a mixed methods approach via questionnaire-based research. In total, 894 students completed the questionnaire. The aim of the research was to obtain a wide breadth of student opinion from multidisciplinary backgrounds to ascertain whether students' learning experience differed per subject area. Findings: The research identified some interesting findings, namely that certain participants considered that learning remotely online was beneficial for instant feedback, supported motivation and fostered communities of practice. Negative perspectives related to feeling isolated, unmotivated and a preference towards face-to-face (F2F) delivery. One of the main areas of conflict identified from this study is that the aspect of engagement can impact students' online learning both positively and negatively. Originality/value: The study provides an in-depth multidisciplinary student tertiary perspective relating to online remote learning. The findings from this study can be useful for educators to reflect upon and inform educational policy in relation to how best to facilitate and support the student learning experience off-campus. © 2022, Gavin Baxter and Thomas Hainey.

Zoom School Diaries: Caregiver Insights from Listening In on Synchronous Instruction

Continuing schooling during the Covid-19 pandemic dramatically changed the way students, families, and teachers engaged with school and academic content. Remote instructional methods utilized by schools to reach students in their homes often relied on internet-based communication tools and individualized learning platforms, and divided instructional time into two categories: synchronous and asynchronous. We consider how synchronous learning moments, defined as live interaction between the focal children and their teachers via video or phone calls, were experienced by 109 families of elementary school children across the U.S. Specifically, we examine who had access to synchronous lessons, what happened during those lessons, and what parents and other caregivers noticed given their proximity and ability to observe the lessons first hand. We discuss how the sense of connection to peers and teachers that the synchronous interactions provided was critical to engaging students with school during the transition to distance learning. © ISLS.

The great equalizer: A case study of distance learning in public schools

This exploratory case study aimed to understand how the sudden and abrupt transition to distance education due to the SARS-CoV-2 pandemic of 2020 highlighted the vast differences in levels of readiness for adopting distance education among the public-school districts throughout the State of Connecticut. It explores the reasons behind the inequities in the implementation of distance learning in public school districts. To develop a more detailed understanding of the problem, the research employs the exploratory approach to identify the contributing factors that render some districts more successful than others in their rollout of distance learning for their students. The experiences of school and district administrators as well their familiarity with advanced learning technologies are utilized. The basis of this study's conceptual framework consists of three streams: the history of public education delivery, perception and familiarity with modern learning, and modern learning and delivery modalities. The guiding research questions are as follows: 1. What defines distance learning in Connecticut public schools? 2. What factors contributed to the adaptation of distance learning from an administrative perspective? 3. What is the current perception of distance learning from critical stakeholders? (PsycInfo Database Record (c) 2022 APA, all rights reserved)

A narrative of early childhood educator faculty experiences using synchronous cooperative learning amid a pandemic

The purpose of this qualitative narrative inquiry study was to explore the experiences of Texas higher education faculty in early childhood educator preparation programs (EPP) with the use of cooperative learning (CL) strategies in a synchronous online learning environment during the COVID-19 pandemic. The theory of social interdependence and the elements of cooperative learning comprise the theoretical foundation. The qualitative narrative inquiry design was used to explore the phenomenon of the study and the research questions. The sample included eight faculty in early childhood EPPs in Texas who transitioned from face-to-face instruction to online implementing CL in synchronous modalities amid the COVID-19 pandemic. Data were collected through individual semi-structured interviews. A narrative inquiry design enabled the participants to tell the story of their experiences, providing the researcher with an opportunity to interpret the symbolic meaning and significance of the stories told. The analysis procedures included organization and preparation of the interview data, narrative coding, and interpretive analysis. The restoring process provided detailed description of the temporal commonplace, detailing the time in which the participants experienced the shift, the societal, detailing the social and personal aspect of the experiences, and place commonplace dimension connecting to the phenomenon of the study. The findings included faculty perspectives on redesigning their courses, course work, considering course delivery, restructuring assignments, and ways to stay connected with students and support students' social interdependence. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The impact of sense of community and technical support on online synchronous learning

Due to consistent growth in eLearning in the United States, particularly during the COVID-19 pandemic, a great amount of emphasis has been placed on what is required to ensure that students find success in online education. With an estimated $13 billion invested in online education as of 2019, institutions of higher education must work to ensure that financial investments are well-spent and produce desirable educational outcomes. This mixed methods descriptive study addressed research questions designed to examine two specific factors pertinent to the success of students in eLearning environments. The research questions are: 1. "What is the perception of community among students enrolled in online synchronous courses?" and 2. "What is the perception of availability of technical support among students enrolled in online synchronous courses?"Participants in the study consist of 21 students from multiple sections of a synchronous online English 1 course offered at a two-year technical college in upstate South Carolina. The quantitative data consisted of questions from two survey tools about the perception of community and presence of technical support currently in online synchronous course offerings. In addition, focus group interviews assessing student perceptions of community and support in the synchronous environment were integrated into the data collection process. The results showed that students did not have a sense of community and desired for that element to be more incorporated into the course interactions, improving the overall student experience with the course studied. Further, students voiced a desire to have more effective and easily accessible means of seeking technical support when needed to participate in the synchronous instruction. Recommendations from this study suggest that colleges should place a high priority on developing specific opportunities within online synchronous course design for students to develop a sense of community among learners. In addition, technical support was shown to be a major factor in the student's ability to access content and be successful in the online synchronous environment. (PsycInfo Database Record (c) 2022 APA, all rights reserved)