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

Benjamin Luke Moorhouse*, Kevin M. Wong

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

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.

Original languageEnglish
Pages (from-to)51-70
Number of pages20
JournalJournal of Computers in Education
Volume9
Issue number1
DOIs
Publication statusPublished - Mar 2022

Scopus Subject Areas

  • Education
  • Computer Science Applications

User-Defined Keywords

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

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