Department of Surgery, College of Medicine, King Khalid University, Abha, Saudi Arabia.
Department of Medical Education, College of Medicine, King Khalid University, Abha, Saudi Arabia.
BMC Med Educ. 2023 Jan 23;23(1):53. doi: 10.1186/s12909-023-04034-5.
COVID-19 preventive measures required a drastic shift to online teaching-learning in most of countries. Institutions used different combinations of live online lectures (synchronous) requiring students to attend the class in real-time, as well as recorded lectures uploaded by the instructors to be accessed by students as per their own convenience (asynchronous). We undertook this study to assess and compare the perceptions of students regarding their learning experiences in the synchronous versus asynchronous mode of instruction using their teaching-learning during the compulsory online mode of instruction at the peak of the COVID-19 pandemic.
This cross-sectional questionnaire-based study received responses from 122 final-year medical students studying at the College of Medicine, King Khalid University, Abha, Saudi Arabia. An online 5-point Likert scale-based questionnaire was used to collect data regarding experience and perception towards synchronous and asynchronous learning. Statistical analysis was done using Statistical Package for Social Sciences (SPSS) version 21.0. A P-value less than 0.05 was considered significant.
All the students found both synchronous and asynchronous learning to be equally satisfying, enjoyable and comfortable. No statistically significant difference was found when both the methods were analyzed for enhancement of knowledge. The students opined that asynchronous learning helped them manage their time better whereas synchronous learning encouraged more interaction during the live lectures.
Overall, the students' perceptions regarding both synchronous and asynchronous online learning were positive. As both methods have their advantages/limitations, a mix of both synchronous and asynchronous methods may be adopted depending upon the content of the topic and the desired learning outcomes.
在大多数国家，COVID-19 的预防措施要求将教学活动大规模转移到线上。各机构使用了不同组合的在线实时授课（同步）和教师上传的录播课程（异步），要求学生实时参加课程或根据自己的方便随时访问。我们进行了这项研究，以评估和比较学生对同步和异步教学模式的学习体验的看法，使用他们在 COVID-19 大流行高峰期的强制在线教学模式期间的教学学习来进行比较。
这是一项基于横断面问卷调查的研究，共收到来自沙特阿拉伯阿巴哈的卡里德国王大学医学院的 122 名应届医学专业学生的回复。使用基于 5 点李克特量表的在线问卷收集关于同步和异步学习的经验和感知的数据。使用社会科学统计软件包（SPSS）版本 21.0 进行统计分析。P 值小于 0.05 被认为具有统计学意义。
所有学生都认为同步和异步学习同样令人满意、愉快和舒适。在分析这两种方法对知识的增强作用时，没有发现统计学上的显著差异。学生们认为异步学习帮助他们更好地管理时间，而同步学习则鼓励在实时讲座中进行更多的互动。
总体而言，学生对同步和异步在线学习的看法都是积极的。由于这两种方法都有其优点/局限性，因此可能根据主题内容和预期的学习成果，采用同步和异步方法的混合模式。
