E-learning in the Time of COVID-19
Scientific Editor Eugenia Smyrnova-Trybulska
“E-learning”, 13, Katowice–Cieszyn 2021, pp. 25–39
https://doi.org/10.34916/el.2021.13.03
STUDYING TIMES OF STUDENTS IN ASYNCHRONOUS FORMS OF DISTANT EDUCATION: FACTS AND MYTHS
Anna Ślósarz, Pedagogical University of Krakow Podchorążych 2, 30-084 Kraków, Poland, anna.slosarz@up.krakow.pl, ORCID 0000-0001-5524-3227
Abstract: The aim of the study was to identify studying times preferred by students participating in asynchronous forms of distant education. It was carried out using the instrumental, collective case study method, which allowed comparing cases and examining them in a context.
At the beginning of the academic year, familiarising themselves with e-learning, students participated in online classes. Soon, they did not require further assistance. Initially, the majority of students did the tests shortly after the classes, but after a few sessions they did them before the classes. Students, for whom e-learning was new, usually took one test before the classes while experienced ones did several in one go. Students preferred to study in the evenings and at night. This means that distance education should incorporate the asynchronous delivery mode. University authorities need to regulate distance education which, in accordance with the Act and the ordinance of the Minister of Education, in addition to the dominant at Polish universities synchronous delivery mode, should allow also for asynchronous forms of distant education delivery mode. It is a myth that asynchronous mode of study weak- ens the bond between student, and between students and their lecturer. This common misconception myth disadvantages Polish universities, because corporations as well as the world highest-ranked universities offer MOOC and on-demand courses.
Keywords: students, study plan, instructions, test, post, evening, procrastination.
REFERENCES
A l v a r e z, I., E s p a n a, A., & G u a s c h, T. (2012). The value of feedback in improving col- laborative writing assignments in an online learning environment. Studies in Higher Education, 37(4), 387–400. Print ISSN 0307-5079, online ISSN 1470-174X, https://doi.org/10.1080/03075079.2010.510182.
A n d e r s o n, M.D. (1997–1998). Critical Elements of An Internet Based Asynchronous DistanceEducation Course. Journal of Educational Technology Systems, 26(4), 383–388. Print ISSN 0047-2395, online ISSN 1541-3810, https://doi.org/10.2190/BMBA-WN45-PL 5F-XDBN.
B l i g n a u t, A.S. & Tr o l l i p, S.R. (2003). Measuring Faculty Participation in Asynchronous Discussion Forums. Journal of Education for Business, 78(6), 347–353. Print ISSN 0883- 2323, online ISSN 1940-3356, https://doi.org/10.1080/08832320309598625.
C h e u n g, W.S. & H e w, K.F. (2004). Evaluating the Extent of Ill-Structured Problem Solv- ing Process among Pre-Service Teachers in an Asynchronous Online Discussion and Re- flection Log Learning Environment. Journal of Educational Computing Research, 30(3), 197–227. Print ISSN 0735-6331, online ISSN 15414140, https://doi.org/10.2190/9JTN-10 T3-WTXH-P6HN. „Coursera” (2021). Achieve your goals with Coursera. Retrieved from https://www.coursera. org (accessed 23.08.2021).
C r e s s w e l l, J.W. (2012). Case Studies. In idem. Educational Research. Planning, Conduct- ing, and Evaluating Quantitative and Qualitative Research (4th ed.). Boston: Pearson, pp. 465–466. ISBN-13: 978-0-13-136739-5, ISBN-10: 0-13-136739-0.
D e n n e n, V.P. (2005). From message posting to learning dialogues; Factors affecting learn- er participation in asynchronous discussion. Distance Education, 26(1), 127–148. Print ISSN 1475-1098, online ISSN 0158-7919, https://doi.org/10.1080/01587910500081376.
D ł u g o s z, P. (2020a). Raport z badań: „Krakowscy studenci w sytuacji zagrożenia pandemmią koronawirusa” [Research report: „Cracow students in the event of a coronavirus epidem- ic threat”]. Kraków: Instytut Filozofii i Socjologii Uniwersytetu Pedagogicznego im. Komisji Edukacji Narodowej w Krakowie [Krakow: Institute of Philosophy and Sociol- ogy at the Pedagogical University of National Education Commission in Krakow]. ISBN 978-83-8084-546-6. Retrieved from https://rep.up.krakow.pl/xmlui/handle/11716/10085 (accessed 10 July 2021).
D ł u g o s z, P. (2020b). Raport z II etapu badań studentów UP. Opinia na temat zdalnego nauczania i samopoczucia psychicznego [Report from the 2nd stage of UP students’ re- search. Opinion on remote teaching and mental well-being]. Kraków: Instytut Filozofii i Socjologii Uniwersytetu Pedagogicznego im. Komisji Edukacji Narodowej w Krakowie [Krakow: Institute of Philosophy and Sociology at the Pedagogical University of Nation- al Education Commission in Krakow]. Retrieved from https://rep.up.krakow.pl/xmlui/ handle/11716/7488 (accessed 23.08.2021).
„EdX” (2021). Explore top courses. Retrieved from https://www.edx.org (accessed 23.08.2021).
F e r n á n d e z – A l é m a n, J.L., L ó p e z – G o n z á l e z, L., G o n z á l e z – S e q u e r o s, O., J a y n e, Ch., L ó p e z – J i m é n e z, J., M a n u e l C a r r i l l o – d e – G e a, J., & To v a l, A. (2016). An Empirical Study of Neural Network-Based Audience Response Technology in a Human Anatomy Course for Pharmacy Students. Journal of Medical Systems, 40(85). Print ISSN 0148-5598, online ISSN 1573-689X, https://doi.org/10.1007/s10916-016-04 40-6. Retrieved from https://link.springer.com/article/10.1007/s10916-016-0440-6 (ac- cessed 23.08.2021). https://doi.org/10.1007/s10916-016-0440-6.
G r u s z c z y ń s k a, E. (2020) Kształcenie wyższe na odległość: Jednak poszukiwanie now- ych odpowiedzi na stare pytania. In J. L u b a c z (Ed.). Nauczanie po pandemii. Nowe pytania czy nowe odpowiedzi na stare pytania? (pp. 25–32), Warszawa: Instytut Prob- lemów Współczesnej Cywilizacji im. Marka Dietricha. ISBN 978-83-89871-43-5. Re- trieved from http://www.ipwc.pw.edu.pl/pliki/Nauczanie-po-pandemii-2020.pdf (ac- cessed 23.08.2021).
H e r m a n, P.C. (2020). Online Learning Is Not the Future, 10 June. Retrieved from https:// www.insidehighered.com/digital-learning/views/2020/06/10/online-learning-not-fu- ture-higher-education-opinion (accessed 23.08.2021).
K ę d z i e r s k a, B., Ś l ó s a r z, A., R a t u s i ń s k i, T., & S k r z y p e k, W. (2014). Poradnik dla osób przygotowujących zajęcia / kursy w formie zdalnej [Guide for persons preparing class- es / courses in a remote form]. Retrieved from https://moodle1.up.krakow.pl (accessed 23.08.2021).
K o e h l e r, A.A., C h e n g, Z., F i o c k, H., J a n a k i r a m a n, S., & Wa n g, H. (2020). Asyn- chronous Online Discussions During Case-Based Learning: A Problem-Solving Process, Online Learning, 24(4), 64–92. https://doi.org/10.24059/olj.v24i4.2332. Retrieved from https://olj.onlinelearningconsortium.org/index.php/olj/article/view/2332/996 (accessed 23.08.2021).
M a y a d a s, A.F. (1997). Online networks build time savings into employee education, HR- Magazine, 42(10), 31–35. ISSN 1047-4398.
M i l l e r, W.W. & We b s t e r, J.K. (1997). A comparison of interaction needs and perfor- mance of distance learners in synchronous and asynchronous classes. Paper presented at the AVAC, Las Vegas, December 1997.
P a t t o n, M. (2015). Qualitative research & evaluation methods. London: Sage. ISBN 978-1- 4129-7212-3.
Peterson, A.T., Beymer P.N., & Putnam R.T. (2018). Synchronous and Asynchronous Discus- sions: Effectson Cooperation, Belonging, and Affect, Online Learning 22(4), 7–25. ISSN 2472-5749. Retrieved from https://eric.ed.gov/?id=EJ1202382 (accessed 23.08.2021), https:// doi.org/10.24059/olj.v22i4.1517.
P i c c i a n o, A.G. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Journal of Asynchronous learning networks, 6(1), 21– 40. Print ISSN 1939-5256, online ISSN 092-8235, https://doi.org/10.24059/olj.v6i1.1870. Prawo pracy w szkolnictwie wyższym i nauce. Ustawa z dnia 20 lipca 2018 r., Dz.U. 2018 poz. 1668. Retrieved from https://isap.sejm.gov.pl/isap.nsf/download.xsp/WDU20180001668/ U/D20181668Lj.pdf (accessed 23.08.2021).
S a n e c k a, E. (2019). Procrastination in Blended Learning. The Role of General Self-efficacy, and Active and Passive Procrastination. International Journal of Research in E-learning, 5(2), 49–65. Retrieved from https://journals.us.edu.pl/index.php/IJREL/article/view/
8430 (accessed 12.07.2021). Print ISSN 2451-2583, online ISSN 2543-6155, https://doi. org/10.31261/IJREL.2019.5.2.04.
S c h r o e d e r, S., B a k e r, M., Te r r a s, K., M a h a r, P., & C h i a s s o n, K. (2016). Students’ Desired and Experienced Levels of Connectivity to an Asynchronous, Online, Distance Degree Program. Journal of Asynchronous Learning Networks, 20(3), 244–263. ISSN 1939-5256. Retrieved from https://www.learntechlib.org/p/193378 (accessed 23.08.2021).
„SHRM. Better workplaces better world” (2021). SHRM e-learning. Retrieved from https:// www.shrm.org/LearningAndCareer/learning/Pages/SHRM-eLearning.aspx (accessed 23.08.2021).
S p a r n o n, D. (2004). Online at Midnight: MLIS opportunities, Knowledge Quest, 3(1), 38–39.
S t a k e, R.E. (2009). Jakościowe studium przypadku, transl. M. S a ł k o w s k a. In N.K. D e n – z i n, & Y.S. L i n c o l n (Eds.). Metody badań jakościowych, Vol. 1, Warszawa: Wydawnict- wo Naukowe PWN. ISBN 978-83-01-15880-4.
S t a k e, R.E. (2011). Qualitative research: Studying how things work. New York, NY: The Guil- ford Press. ISBN-13: 978-1-606235454, ISBN-10: 1606235451.
Stowarzyszenie E-learningu Akademickiego. (2008). Kryteria oceny kursu internetowego [Criteria for assessing the online course]. Retrieved from https://sea.edu.pl/kryteria (ac- cessed 23.08.2021).
Vr a s i d a s, C. & Z e m b y l a s, M. (2003). The nature of technology-mediated interaction in globalized distance education. International Journal of Training and Development, 7(4), 1–16. Online ISSN 1468-2419.
W h i t e, M.J., B i r k n e s s, J.E., S a l i m i a n, K.J., M e i s s, A.I., B u t c h e r, M., D a v i s, K., Wa r e, A.D., Z a r e l l a, M.D., L e c k s e l l, K., R o o p e r, L.M., C i m i n o – M a t h e w s, A., C a n d e n B u s s c h e, J.V., H a l u s h k a, M.K., & T h o m p s o n, E.D. (2021). Continuing Undergraduate Pathology Medical Education in the Coronavirus Disease 2019 (COVID-
-19) Global Pandemic, 1 July. Archives of Pathology & Laboratory Medicine, 145(7), 814– 820. Retrieved from https://pubmed.ncbi.nlm.nih.gov/33740819 (accessed 23.08.2021). https://doi.org/10.5858/arpa.2020-0652-SA, online ISSN 1543-2165.
W i l s o n, R.L. & We i s e r, M. (2001). Adoption of Asynchronous Learning Tools by Tradi- tional Full-Time Students: A Pilot Study, Information Technology and Management, 2, 363–375. https://doi.org/10.1023/A:1011446516889. Retrieved from https://link.springer. com/article/10.1023/A:1011446516889#citeas (accessed 23.08.2021).