Inna Khan is an English teacher in Bucheon University in Tashkent. Her areas of interests are blended learning, innovative pedagogy, and teaching young learners. She is a student of MA in Learning and Teaching in Westminster University in Tashkent. E-mail: innakhan930@gmail.com                     

 

Abstract

Compelled distance learning was a big challenge for the whole world. All educational institutions survived this period with different outcomes and, undoubtedly, with different gained experiences. Yet distance learning is associated with technology and considered a modern trend, its roots could be found at the beginning of the 20th century. However, it has been stigmatized as a low-standard type of education.  March 2022 was the time when distance learning had to be revived and implemented. The article presents and analyzes two types of distance learning. Moreover, the choice of asynchronous distance learning is articulated.  Also, problems and solutions that happened in the process of implementation are discussed.  Finally, recommendations for a more effective learning process in the asynchronous distance learning mode are suggested.

 

Introduction

So, it happened. Suddenly all cohorts of educators worldwide had to transform into online teachers. Covid-19 changed the world on “before” and “after”. Before the pandemic due to the voluntary basis of online study students had an option, after - both students and teachers were deprived of choosing their study mode. According to the United Nations Educational, Scientific, and Cultural Organization (UNESCO) report, by the end of March 2020, school and university closures were enforced in 165 countries; this affected over 1.5 billion learners. Switching to remote online learning was caused by the strong intention of all countries’ authorities to provide educational continuity to students of all levels.

Almost immediately a debate began about whether the massive move to online would be a “boon or bane” for online education. Experts debated whether the pandemic would cause students and faculty to embrace online learning or sour a whole generation to the idea of online learning (Lederman, 2020). There was an opinion that the resistance and mistrust to online education will go away and we are going from a majority that don't use it to a majority that do (James N. Bradley, 2020).

 

Synchronous vs. asynchronous distance learning

Traditionally, there are two modes of online learning: asynchronous and synchronous. In asynchronous mode, students can learn at anytime and anywhere. Asynchronous interaction has been the traditional method for engaging students in their distance education courses. Interestingly, the concept of distance learning is not a novelty. First attempts of distance learning were made at the beginning of the 20th century. In 1938 distance learning was officially launched in the Soviet Union. By 1960th there were about 11 universities with distance learning mode. So, generations of our parents, so called boomers, are familiar with this type of learning. The learning process was conducted mostly by mails: students received some materials, tasks and deadlines for the tasks. After that, the tasks were checked and feedback was sent to students. This type of study was attractive for many students due to not very high academic requirements in comparison with requirements in full time study mode. However, motivated and disciplined students could achieve high results.  In Uzbekistan distance learning was abolished at the beginning of 1990s, and only after 2016 few universities restored this type of learning. So, when the pandemic struck, most of the people did not associate online study with that “good old distance learning”. Instead, it was thought that distance learning was an innovative and highly technological process. Development of educational technologies and platforms like Zoom and Skype was the root of the misconception. Now technologies allow us to study still in distance but with actual presence of both teachers and students. This type of distance study is called synchronous distance learning. It is tightly connected with technology and its innovations. Tools like chats, video conferencing platforms, online word processors, online boards and so on shape the synchronous lessons. Online education is significantly more accessible than traditional classroom-based education in that it is not constrained by location for the teacher or the students, which means that students (and teachers) can attend from all over the world (Bartley & Golek, 2004; Ragusa & Crampton, 2017).

In March of 2021 when all educational organizations had to shift to online mode of study, universities faced a dilemma of choosing between two modes: asynchronous and synchronous. Some universities urgently created their own LMS and delivered lessons in a synchronous way, others used LMS like Moodle or Google Classroom. Bucheon University decided to continue study in an asynchronous way. There were some essential reasons for this decision.

After some exploration of the issue, it was found out that both ways asynchronous and synchronous influence academic achievements of students almost in the same way. A few studies proved that asynchronous mode was more effective in terms of academic performances of students. Hill (2009) compared the benefits of asynchronous online learning and synchronous online learning course. As a result, students in the asynchronous online learning group achieved the same goals as the students in the synchronous online learning group.  In study of Buxton (2014) students claimed that they did learn the material and were very satisfied with the asynchronous nature of the course. Griffiths and Graham (2010) found out that students were satisfied with the feedback provided and believed the instructor offering the feedback cared about them. Instructors in their turn claimed that they perceived students to engage students in the content more deeply when students were able to take time to reflect before recording their videos. Stein at al. (2009) reported that participants of the study believed that asynchronous way of learning let them interact more deeply with the content.

The studies confirm the transactional theory of Moore (1973). The theory premises that students experience a psychological and communications gap in the online environment. Moore posited students must interact with their peers, instructors, and the content to decrease that distance. It is important to develop both student-student communication and teacher-student communication. Students - student communication enhances the learning process since students learn from each other. In contrast with teacher - student communication, communicating with peers, students tend to share a wider range of questions and misconceptions which leads to better understanding of a task or a topic. Collaborative tasks are one of the biggest benefits of student-student communication since they unite students in the effort to accomplish the task. It contributes to students’ effective communication, understanding the theory and commitment to the task. Teacher-student interaction is one of the most important experiences that students gain in the learning process. Firstly, the teacher is the content expert who can be communicated on a wide range of questions and clarifications. Second, teacher’s feedback is crucial for students’ growth in a particular area of learning.

Hence, asynchronous distance learning might be effective provided that the structure is well - thought out and active and constructive communication with both teacher and peers is implemented. 

Another reason for implementing asynchronous distance learning in Bucheon University in Tashkent was uneven internet quality and poor technical equipment of students. A big cohort of students did not possess a desktop computer or a laptop. Some students’ gadgets were not updated enough for having good quality video conferencing and uploading files for study. The teachers had the same technology issues. So, both students and teachers were not prepared for synchronous distance learning. This type of distance learning excluded a big number of students from the access to the lectures and learning materials. It would have inevitably affected students’ grades and overall academic growth in a negative way.

Thus, asynchronous distance learning was the best option at that time. Students could upload videos with professors’ lectures and materials as fast as their internet connection let them do that. It lowered the stress and anxiety of students who faced a new unexpected format of study.  In addition, students received detailed feedback from their teachers every week. They had a week to accomplish their tasks which helped them to organize their study, reflect on the tasks and materials and discuss them with their peers. Hrastinski (2008) and  Stein et al.(2009) claim that asynchronous interactions allow students to take time to consider their thoughts, engage with the content more deeply, feel a part of the learning community, and post more reflective comments in discussion boards.

 

Problems and solutions

The decision was made and the university launched the first asynchronous distance learning semester for all its students. The problems started right away. First and main problem was technological illiteracy of both teachers and students. While students could manage with the challenge of exploring and using a new technology in a short period of time, teachers had a very hard time even after a series of training sessions. Teachers had to register their groups in the LMS, record videos, create tasks, design and upload teaching materials. The process was overwhelming for many teachers since it was their first experience interacting with the technology on that level. The situation was aggravated by the fact that it was impossible to meet and show some functions face-to-face. Also, unawareness of simple technological terms impeded understanding of the process. The tension and frustration grew. In order to save the situation, an Emergency Online Support Service (EOSS) was organized. The teachers could ask any questions at any time of the day or night and received detailed consultations from the team of EOSS. It helped teachers learn basic functions and organize uninterrupted learning processes in their modules.

The second serious issue was creating and conducting good and reliable assessment in the conditions of asynchronous distance learning mode where students are in a cheating friendly environment. In that case technology acted as help rather than a barrier. Function of shuffling answers and questions in the test administration software was helpful as well as the thoughtful writing test questions.  It was assumed that the time limit for a test should be tough excluding the possibility of sending the right answer to peers or searching the web for the answer. However, as Newton’s law states every action has a reaction, strategies of students to cheat during the exams are developing with amazing creativity.  Therefore, good and reliable assessment is an issue to explore both by software engineers and educators.  

So called “talking head” lecturing became a haunting type of teaching after several online lectures, especially in teaching theoretical subjects.  Even before the total online learning era, despite a growing body of research on more effective teaching methods, the long-standing tradition of “talking head” lecturing remains firmly entrenched (Ogden, 2015). However, factual presence in class when the teacher can see students’ mood and the level of understanding as well as natural charisma prevent misunderstanding, activate students’ cognitive activity and, finally, create a community for collaboration.  The effect of “talking head” is experienced by freshmen in online teaching because of a trivial reason. Teachers continue teaching like they are in face-to-face class forgetting that a huge distance appeared between them and students. Teaching students ignoring new conditions led to alienation of students and decline in participation and academic achievements of students. A large-scale study based on 6.9 million video-watching sessions found that student engagement with MOOC videos had a median engagement time of, at most, 6 minutes, regardless of overall video length. The study also found that the shortest videos of 0 to 3 minutes had the highest student engagement levels (Guo et al. 2014). Short videos serve up bite-sized learning. Students can digest each video chunk easily in a single sitting. Thus, they increase control of their learning process. Besides, post video assignments engage students to watch the video itself and motivation of students to accomplish the task is increasing if the video is brief (Guo et al. 2014). So, it was recommended for teachers to record short clearly-structured videos and design post video tasks to engage students in the learning process. As a result, students actively participated in the course and their academic performance on average even outperformed previous students’ academic achievements who studied in face-to-face mode.

 

Suggestions

Asynchronous distance learning mode of study in Bucheon University in Tashkent was, in fact, an emergency course. Teacher retraining was conducted during the course; each lesson was a challenge of implementing new knowledge and skills; both academic and IT staff worked really hard to ensure the sustainable functioning of the learning process. Based on gained experience, some recommendations are suggested.

Firstly, due to the unstable epidemic situation both in the world and in Uzbekistan, professional development of academic staff in educational technologies on a regular basis is strongly recommended. Distance learning is expanding and developing.  It is a reality that educational technologies together with good teaching and learning result in a good education of students of all ages even in distance learning mode. Literacy in IT will free good and creative teachers to design interesting and engaging lessons.

Second, assessment tools should be reconsidered. Even with the help of technology multiple-choice question type of tests cannot guarantee reliable results of the test. Essays, course works, and projects with clear assessment criteria will contribute to the principle of reliability and motivation far more.

Finally, high quality equipment for video and audio recording as well as some instruction on acting skills for teachers would increase the quality of videos for a lesson and overall, for the course. The library resources of the university can be replenished, and if the unfortunate emergency distance learning happens again, the course will be delivered with “less blood” and in a more professional manner. 

 

Conclusion

Undoubtedly, March of 2020 is a turning point in the history of humankind. The pandemic affected all areas of human’s life. Some industries stopped functioning; some have been experiencing great transformations like education. There are still many fears and worries about students who have been involved in distance learning in the last time. However, by the words of the teachers, that was the period when they had learned the most and the best. They enjoyed the process of upgrading their teaching and IT skills to contribute to the quality learning process in difficult circumstances. Yet it was a 24/7 working day for all teachers, they could see great opportunities to develop in a completely new area. From the perspectives of students, they point out skills like collaboration, independent study, and new IT skills as an outcome of asynchronous distance learning. 

 

References

Bartley, S. J., & Golek, J. H. (2004). Evaluating the cost effectiveness of online and face-to-face instruction. Journal of Educational Technology & Society, 7(4), 167-175.

Bradley, J. N. (2020, March) LinkedIn post. https://www.linkedin.com/posts/jamesnbradley_pandemicnewpossibilities-models-activity-6643960937340518403-giHD

Guo, P. J., Kim, J., & Rubin, R. (2014, March). How video production affects student engagement: An empirical study of MOOC videos. In Proceedings of the first ACM conference on Learning@ scale conference (pp. 41-50).

Griffiths, M., & Graham, C. (2010). Using asynchronous video to achieve instructor immediacy and closeness in online classes: Experiences from three cases. International Journal on E-learning, 9(3), 325-340.

Hill, S. (2009). An investigation of the impact of asynchronous online learning on student achievement. Capella University.

Lederman, D. (2020). Will shift to remote teaching be boon or bane for online learning. Inside Higher. https://www.insidehighered.com/digitallearning/article/2020/03/18/most-teaching-going-remote-will-help-or-hurt-online-learning

Moore, M. G. (2013). The theory of transactional distance. In Handbook of distance education (pp. 84-103). Routledge.

Ragusa, A. T., & Crampton, A. (2017). Online learning: Cheap degrees or educational      pluralization?. British Journal of Educational Technology, 48(6), 1208-1216.

 

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