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

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

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