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</td> <td style="width:489px;margin-left:10px;border-left:1px solid #999;padding-left:10px;padding-right:10px" valign="top"> <div><div class="article-body"><div class="story-country">SOUTH AFRICA</div> <img src="https://www.universityworldnews.com/mobile/bookmark_icon44.png" alt="bookmark" id="bmi" style="float:right" onclick="bookmark('20241103180631108','Synchronous engagement could fulfil diverse student needs');"> <h1 class="botmar4 biggerheading">Synchronous engagement could fulfil diverse student needs</h1> <div class="byline-country botmar12"><b><a href="https://www.universityworldnews.com/fullsearch.php?mode=search&writer=Lorna+M+Dreyer" style="white-space: nowrap">Lorna M Dreyer</a></b>  <span style="white-space: nowrap">07 November 2024</span></div> <div style="height:39px"><script src="https://platform.linkedin.com/in.js" type="text/javascript">lang: en_US</script> <div style="float:left;margin-right:8px"><script type="IN/Share" data-url="https://www.universityworldnews.com/post.php?story=20241103180631108"></script></div><div style="float:left;margin-right:8px"><a href="https://twitter.com/share?ref_src=twsrc%5Etfw" class="twitter-share-button" data-show-count="true">Tweet</a><script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script></div><iframe src="https://www.facebook.com/plugins/share_button.php?href=https%3A%2F%2Fwww.universityworldnews.com%2Fpost.php%3Fstory%3D20241103180631108&layout=button_count&size=small&mobile_iframe=true&width=106&height=28&appId" width="106" height="28" style="border:none;overflow:hidden" scrolling="no" frameborder="0" allowTransparency="true" allow="encrypted-media"></iframe></div> The COVID-19 pandemic has accelerated the adoption of online teaching and learning in higher education, both locally and internationally. However, before this change, educationalists had been exploring possibilities to enhance learning, using learning technologies.<br /> <br /> Their search continues because research about effective online pedagogy “is still in its infancy” as <a href="https://files.eric.ed.gov/fulltext/EJ833907.pdf" target="_new">Julie Carwile</a> reminds us. What further complicates the situation is the difficulty of keeping students motivated and truly engaged with online course content.<br /> <br /> Two years before the pandemic, the faculty of education at Stellenbosch University (SU) changed its BEd (Hons) programme from a fully residential offering to a blended model of teaching and learning so that it could be aligned with the minimum standards for teacher education qualifications. Part of the rationale for changing from in-person classes to a blended model – a combination of online and face-to-face teaching – was to attract more students who are fully employed as teachers in various educational contexts both locally and abroad.<br /> <br /> <b>Innovative ways sought</b><br /> <br /> Norman Vaughn and Randy Garrison point out that the <a href="https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1750" target="_new">aim</a> of blended learning in higher education is to combine the “best features of in-class teaching with the best features of online facilitation to promote active and self-directed learning opportunities for students”.<br /> <br /> With a blended teaching and learning model whereby both students and lecturers must communicate in a virtual space for a large part of the programme, we must find innovative ways to keep the conversation alive and listen to students’ voices on their experiences. These experiences can help inform and advance the improvement of student online engagement.<br /> <br /> Because of the change to a blended model, an asynchronous online forum was set up to encourage students to join an online conversation with classmates. Terry Anderson maintains that one <a href="https://www.aupress.ca/app/uploads/120146_99Z_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf" target="_new">advantage</a> of an asynchronous discussion forum is that it allows for flexibility in response time. This was particularly relevant to the students in the BEd (Hons) programme who are full-time teachers, with some having family and other responsibilities, too.<br /> <br /> <b>Three themes emerged</b><br /> <br /> The project aimed to enhance social learning, facilitate authentic learning opportunities through an online forum, and understand students’ experiences of an asynchronous virtual conversation. It considered students’ experiences of this online asynchronous conversation compared to a face-to-face (traditional) in-person class discussion. Most of the teaching and learning occurred online via SU’s Moodle platform, while compulsory face-to-face classes were conducted as two-week block sessions – one in the first semester and another in the second semester.<br /> <br /> Data was collected through an online survey and an online questionnaire. All 47 students registered for the module were asked to complete the online survey and questionnaire to share their opinions on their experience of online engagements as a substitute for physical in-class, face-to-face interactions. Thirty-five students responded to the questionnaire. They also participated in a tutorial and were instructed to (1) read the excerpt from one of the sources used in the module and reflect on it; (2) write a comment based on their reflection; and (3) engage in conversation as they commented on at least two reflections or remarks from classmates.<br /> <br /> Three themes emerged from the data, namely the advantages of online social activity, preference for in-person conversations, and improvement of the online learning experience. It is important to mention that, while students were divided in their opinions regarding the efficacy of this substitute and most preferred in-person classes, some valued the advantage of the flexibility offered by the asynchronous activity as it allowed them to arrange their online engagement around their duties as teachers and other responsibilities, such as family.<br /> <br /> Most of these students appreciated the flexibility of the asynchronous online activity and the time it allowed to “reflect properly” before responding. However, some students felt uncomfortable raising opinions in a face-to-face classroom situation. One student said the “online conversation was a good way to share ideas without being too nervous to speak in class”. The online setting provides a calm space for students who get anxious in the physical classroom. These are usually students who keep quiet while others dominate the discussions in the physical classroom. In this sense, the online conversation provided a virtual space and opportunity for these students to voice their opinions without fear of being “judged”.<br /> <br /> <b>Ultimate form of learning</b><br /> <br /> Most students preferred in-class presence for classroom discussions as opposed to an asynchronous conversation. This emphasises the value of social interaction between students. According to Jamie Sand, <a href="https://www.proquest.com/docview/2713785124?fromopenview=true&pq-origsite=gscholar&sourcetype=Scholarly%20Journals&parentSessionId=6K%2B8MIT4ejlA5kF3jhKwuJY7yBRco%2BrhcSPQgve2zVU%3D" target="_new">social interaction</a> is particularly important for the “average-aged college students (who) are looking for social connections in and outside the classroom during their academic experience”. This finding aligns well with the notion that learning begins at a social level when individuals communicate and deliberate on issues of concern.<br /> <br /> Although most students preferred to be in a physical social space, they did find the online engagement valuable in terms of connecting with the theory and content of the module. They could share experiences from their different contexts with each other. In South Africa, there are huge disparities between what could be viewed as developed and less developed socio-economic contexts. During the online conversation, students were able to support their comments with examples from their own contexts. This is the ultimate form of learning for a diverse classroom where some students teach at prestigious and wealthy private schools and others at marginalised and poor public schools. Additionally, the less experienced students could learn from those with longer and varied teaching experiences. One of the students mentioned that being able to comment and ask questions led to a deeper understanding.<br /> <br /> The students suggested the creation of more synchronous online opportunities where “ideas can be bounced off everyone involved at a time that is convenient” for participants. The addition of synchronous opportunities could help address the diverse needs of the students. They also recommended the formation of small groups in which discussions can take place and they can learn more from each other.<br /> <br /> <b>Multiple modalities recommended</b><br /> <br /> According to Flora Amiti, most students prefer a blended model that includes both synchronous and asynchronous <a href="https://oapub.org/edu/index.php/ejoe/article/view/3313" target="_new">engagement</a> with technology. It is, therefore, advisable to offer “multiple modalities so that students have the choice of an in-person class or an online class”, as Jamie Sand remarks. This will allow them to choose what is best to address their needs and learning styles. These suggestions can help to advance social learning using technology and can inform future online activities with a blended teaching and learning model.<br /> <br /> The higher education landscape is increasingly being digitised and lecturers are challenged to enhance their pedagogy and engage students in a meaningful way with the use of learning technologies and e-learning. Thus, it is necessary to blend traditional pedagogies with the advantages offered by learning technologies. A combination of synchronous and asynchronous student engagement is essential for the successful offering of a blended model of teaching and learning. This can only advance teaching and learning by meeting the needs of the 21st-century student for more efficient and appropriate education in this new era.<br /> <br /> <I>Lorna M Dreyer is an associate professor in the department of educational psychology at Stellenbosch University, South Africa. 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