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 journalJournal articlepeer-review

    79 Citations (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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