ACCEPTANCE SYNCHRONOUS AND ASYNCHRONOUS EDUCATIONAL COMMUNICATION BEFORE AND DURING THE COVID-19 PANDEMIC: AN EMPIRICAL STUDY OF E-LEARNING IMPLEMENTATION IN HIGHER EDUCATION INSTITUTIONS IN UKRAINE
DOI:
https://doi.org/10.31110/2413-1571-2021-030-4-010Keywords:
educational communication, e-learning, higher education, COVID-19, empirical researchAbstract
Formulation of the problem. The implementation of e-learning requires the study of the relationship between synchronous and asynchronous online communications between participants in the educational process, consistent with educational goals, institutional readiness for distance learning and the level of digital competence of teachers, the nature and style of student learning.
Materials and methods. The study analyzes the results of a statistical survey of about 130 respondents from 10 higher education institutions in Ukraine on the attitude of teachers and students to the use of synchronous and asynchronous educational communications in both face-to-face (blended e-learning) and distance (caused by quarantine restrictions COVID-19) learning. Methods of descriptive statistics and the theory of statistical conclusions were used to process the results of the questionnaire, in particular, hypotheses were tested using the method of one-way analysis of variance and correlation tables using software tools for processing statistical studies SPSS.
Results. Teachers and students alike determine the importance of synchronous and (or) asynchronous educational communication. The attitude to the type of communication does not depend on the form of education. That is, in the transition to distance learning, due to quarantine restrictions, the choice of type of educational communication does not change. The choice of type of communication does not depend on the level of digital competence of the subjects of the educational process and the field of knowledge they master. The gender and age of the respondents partly influence the provision of preferences to a certain type of educational communication, this factor needs to be studied in more detail.
Conclusions. It was found that there is no significant difference in the conduct of asynchronous activities in distance learning during COVID-19 compared to face-to-face learning, while synchronous communications, which prevail in classrooms and are so needed by students, should not be scaled, for example, in distance lectures 1.2 hours or webinars instead of face-to-face seminars. It is necessary to study the goals and content of a particular discipline, expected learning outcomes, motivation, needs and opportunities of students before deciding on the use of a particular type of educational communication.
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