Asynchronous and Synchronous Remote Teaching and Academic Outcomes during COVID-19

Autor/inn/en	Stuart, Jaimee; O'Donnell, Alexander W.; Scott, Riley; O'Donnell, Karlee; Lund, Rochelle; Barber, Bonnie
Titel	Asynchronous and Synchronous Remote Teaching and Academic Outcomes during COVID-19
Quelle	In: Distance Education, 43 (2022) 3, S.408-425 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stuart, Jaimee) ORCID (O'Donnell, Alexander W.) ORCID (Scott, Riley) ORCID (O'Donnell, Karlee) ORCID (Barber, Bonnie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2022.2088477
Schlagwörter	College Faculty; College Instruction; Teaching Methods; Distance Education; Computer Mediated Communication; Asynchronous Communication; COVID-19; Pandemics; Outcomes of Education; Foreign Countries; College Students; Student Satisfaction; Student School Relationship; Academic Achievement; Australia + Suchen Sie Ihr Suchwort? Fakultät; Hochschullehre; Teaching method; Lehrmethode; Unterrichtsmethode; Distance study; Distance learning; Fernunterricht; Computerkonferenz; Lernleistung; Schulerfolg; Ausland; Collegestudent; Schüler-Lehrer-Beziehung; Schulleistung; Australien
Abstract	The COVID-19 pandemic has prompted widespread transitions to remote teaching and learning in the higher education sector, bringing challenges for both educators and students. This study investigated links between student engagement with distinct types of remote teaching (asynchronous and synchronous) and academic outcomes (grade point average and academic satisfaction) during the nationwide COVID-19 lockdown in Australia. Connectedness to the university was tested as a moderator of these associations. Results found that students with high levels of university connectedness that engaged more with synchronous teaching had higher grade point averages and academic satisfaction. Conversely, greater engagement with asynchronous teaching was associated with increased satisfaction with academic performance for those low in university connectedness. These findings suggest that both synchronous and asynchronous modes of remote teaching are important for students' academic outcomes and that university connectedness plays a critical role in promoting positive academic experiences and achievement in the context of remote teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01