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Wydział Sztuki i Nauk o Edukacji

E-learning in the Time of COVID-19
Scientific Editor Eugenia Smyrnova-Trybulska
“E-learning”, 13, Katowice–Cieszyn 2021, pp. 49–64
https://doi.org/10.34916/el.2021.13.05 

HOW TO BALANCE SYNCHRONOUS AND ASYNCHRONOUS TEACHING AND LEARNING: A LOCAL STUDY

Olena Kuzminska 1,  Nataliia Morze 2,  Mariia Mazorchuk 3,  Olha Barna 4, & Viktoriia Dobriak 5,
1 National University of Life and Environmental Sciences of Ukraine, 16a Heroev Oborony St., Kyiv, Ukraine 03041, o.kuzminska@nubip.edu.ua, ORCID 0000-0002-8849-9648
2 Borys Grinchenko Kyiv University, 18/2 Bulvarno Kudriavska St., Kyiv, Ukraine 04053, n.morze@kubg.edu.ua, ORCID 0000-0003-3477-9254
3 V.N. Karazin Kharkiv National University,4 Svobody Sq., Kharkiv, Ukraine 61022, mazorchuk.mary@gmail.com, ORCID 0000-0002-4416-8361
4 Ternopil Volodymyr Hnatiuk National Pedagogical University, 2 Maksxym Kryvonos St., Ternopil, Ukraine 46027, barna@tnpu.edu.ua, ORCID 0000-0002-2954-9692
5 LLC “Technical University “Metinvest Polytechnic”, Mariupol, Ukraine, 71-A Sechenova St., Mariupol, Ukraine 87524, viktoriya.dobryak@gmail.com, ORCID 0000-0002-4257-8973

Abstract: The transition of higher education institutions to distance learning, caused by the spread of COVID-19, has highlighted the need to minimize the social distance of students and teachers, with the updated the use of blended learning; accordingly, studying synchronous and asynchronous e-learning modes to support them. This article discusses the balance of synchronous and asynchronous teaching and learn- ing models and examines the attitude of teachers and students at higher education institutions to the choice of a particular learning mode. Based on the self-assessment of the educational process participants, the main factors influencing the choice of learning modes are presented, and the compliance of the obtained results with the developed theoretical model is analyzed. A comprehensive analysis of the survey results allowed us to assess the association between the adherence to a particular learning mode and gender, the status of the respondents, the type of educational activity, and the resource provision of the educational process. The proposed methodology and the obtained results can be used in the design of e-learning courses and the establishment of educational communication to ensure quality teaching and learning.

Keywords: Synchronous and Asynchronous Learning Modes, Survey, Principal component analysis, Higher education institution, Distance learning.

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