Blending asynchronous and synchronous digital technologies and instructional approaches to facilitate remote learning

Authors

Benjamin Luke Moorhouse, Hong Kong Baptist University
Kevin M. Wong, Pepperdine University

Department(s)

Graduate School of Education and Psychology

Document Type

Article

Publication Date

3-1-2022

Keywords

Blended learning, COVID-19, Digtial technologies, Distance learning, Online learning, Virtual schools

Abstract

This two-stage qualitative-dominant sequential mixed-method study, using an online survey of elementary and secondary school English language teachers (N = 73) and follow-up interviews (N = 10), collectively explores how teachers in Hong Kong adapted their instruction to online teaching in responses to COVID-19. The findings indicate that teachers used a variety of asynchronous and synchronous digital technologies and instructional approaches to facilitate students’ learning, assess learning, and communicate with students and parents remotely. The findings suggest that a blend of asynchronous and synchronous modes are seen as optimum to support student learning online. A model is proposed on how teachers can blend asynchronous and synchronous digital technologies and instructional approaches within a sequence of learning.

Publication Title

Journal of Computers in Education

ISSN

21979987

E-ISSN

21979995

Volume

9

Issue

1

First Page

51

Last Page

70

DOI

10.1007/s40692-021-00195-8

Recommended Citation

Moorhouse, Benjamin Luke and Wong, Kevin M., "Blending asynchronous and synchronous digital technologies and instructional approaches to facilitate remote learning" (2022). Pepperdine University, All Faculty Open Access Publications. Paper 202.
https://digitalcommons.pepperdine.edu/faculty_pubs/202