EXPLORING THE SYNERGY OF SYNCHRONOUS AND ASYNCHRONOUS LEARNING APPROACHES IN MEDICAL EDUCATION
Keywords:
synchronous learning, asynchronous learning, online learning, hybrid teaching models, self-paced learning, personalized instruction, blended learning
Abstract
Advancements in technology have revolutionized medical education, offering new opportunities for exploration. The integration of innovative pedagogical strategies, accelerated by the COVID-19 pandemic, has extended beyond traditional classroom boundaries. Synchronous and asynchronous learning have emerged as dynamic approaches to enhance medical instruction. Synchronous learning fosters real-time engagement and interaction, promoting active participation and immediate feedback. Asynchronous learning encourages flexibility and self-paced exploration, enabling learners to access resources at their convenience and promoting autonomy and reflective learning. Both approaches have advantages and challenges. Challenges in synchronous learning include fixed schedules and technical disruptions, whereas asynchronous learning faces issues of limited interaction and self-motivation. By harmonizing these two modes through a blended approach, a seamless continuum of education unfolds. The integration of these methods creates a symphony of pedagogical innovation, catering to the diverse needs of medical learners. By skillfully orchestrating these modalities, educators can curate meaningful learning experiences aligned with the evolving landscape of medical education.
Downloads
Download data is not yet available.
References
[1]. Shelke T. To Study the Impact of Innovations in Education. International Journal of Advance Research, Ideas and Innovations in Technology. 2018;4(3):10-12. Available at: https://www.ijariit.com/manuscripts/v4i3/V4I3-1142.pdf
[2]. Elangovan S, Mahrous A, & Marchini L. Disruptions during a pandemic: gaps identified and lessons learned. J Dent Educ. 2020, 84: 1270–1274. doi: 10.1002/jdd.12236.
[3]. Theoret C, & Ming X. Our education, our concerns: the impact on medical student education of COVID-19. Med Educ. 2020, 54, 591-592. doi: 10.1111/medu.14181.
[4]. Lucey CR, & Johnston SC. The transformational effects of COVID-19 on medical education. JAMA. 2020, 324:1033-1034. doi: 10.1001/jama.2020.14136.
[5]. Rose S. Medical student education in the time of COVID-19. JAMA. 2020, 323:2131-2132. doi: 10.1001/jama.2020.5227.
[6]. Hrastinski S. (2008). Asynchronous and synchronous e-learning. Educause quarterly, 31(4), 51–55. Retrieved from https://er.educause.edu/articles/2008/11/asynchronous-and-synchronous-elearning
[7]. Khan BH. (2007). Flexible learning in an information society. Hershey, PA: IGI Global. http://dx.doi.org/10.4018/978-1-59904-325-8
[8]. Chauhan V. Synchronous and asynchronous learning. Imperial Journal of Interdisciplinary Research. 2017, 3(2):1345-1348.
[9]. Ashley J. Synchronous and Asynchronous Communication Tools. ASAE and the Center for Association Leadership. Retrieved from http://www.asaecenter.org/PublicationsResources/articledetail.cfm?ItemNumber=13572
[10]. Cook DA, Levinson AG, Garside S, Dupras DM, Erwin PJ, & Montori VM. Internet Based Learning in the Health Professions. JAMA. 2008, 300(10):1181-96. doi: 10.1001/jama.300.10.1181
[11]. Cook DA, Artino AR Jr. Motivation to learn: an overview of contemporary theories. Med Educ. 2016;50(10):997-1014. doi:10.1111/medu.13074
[12]. Shukri A, Nordin L, Salleh FIM, Raidzwan SNM, & Ahmad R. UniKL students’ perception on synchronous learning using ICT as learning tools to learn English. Journal of Critical Reviews. 2020, 7(8):793-796. doi: 10.31838/jcr.07.08.170.
[13]. Murphy E, Rodríguez-Manzanares MA, & Barbour M. Asynchronous and synchronous online teaching: perspectives of Canadian high school distance education teachers. British Journal of Educational Technology. 2011, 42(4):583-591. doi: 10.1111/j.1467-8535.2010.01112.x.
[14]. Park YJ, & Bonk CJ. Is online life a breeze? A case study for promoting synchronous learning. MERLOT Journal of Online Learning and Teaching. 2007, 3(3):307-323.
[15]. Sharp EA, Norman MK, Spagnoletti CL, Miller BG. Optimizing synchronous online teaching sessions: a guide to the “new normal” in medical education. Acad Pediatr. 2021, 21:11–15. doi: 10.1016/j.acap.2020.11.009.
[16]. Nunneley CE, Fishman M, Sundheim KM, Korus RE, Rosen RH, Streater BA, O’Donnell KA, Newman LR, Marcus CH. Leading synchronous virtual teaching sessions. Clin Teach. 2021, 18:231–235. doi: 10.1111/tct.13282.
[17]. Alamer A, Alharbi F. Synchronous distance teaching of radiology clerkship promotes medical students' learning and engagement. Insights Imaging. 2021, 12:41. doi: 10.1186/s13244-021-00984-w.
[18]. Tsuei M. Using synchronous peer tutoring system to promote elementary students’ learning in mathematics. Computers & Education. 2012, 58(4):1171–1182. doi: 10.1016/j.compedu.2011.11.025
[19]. Issenberg SB, McGaghie WC, Petrusa ER, Lee Gordon D, Scalese RJ. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach. 2005;27(1):10-28. doi:10.1080/01421590500046924
[20]. Roberts DH, Newman LR, Schwartzstein RM. Twelve tips for facilitating Millennials' learning. Med Teach. 2012;34(4):274-278. doi:10.3109/0142159X.2011.613498
[21]. Pappas C. Synchronous Learning Advantages and Disadvantages in Corporate Training. Retrieved from https://elearningindustry.com/asynchronous-learning-advantages-and-disadvantages-in-corporate-training.
[22]. Teng DCE, Chen NS, Kinshuk & Leo T. Exploring students’ learning experience in an international online research seminar in the Synchronous Cyber Classroom. Computers & Education. 2012, 58(3), 918–930. http://dx.doi.org/10.1016/j.compedu.2011.10.018
[23]. Perveen A. Synchronous and asynchronous E-language learning: a case study of virtual university of Pakistan. Open Praxis. 2016, 8(1):21-39. doi: 10.5944/openpraxis.8.1.212.
[24]. Robert M, Bernard PC, Lou Y, Borokhovski E, Wade A, Wozney L, Huang B. How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Rev Educ Res. 2004, 74:379–439. doi: 10.3102/00346543074003379.
[25]. Malamed C. Synchronous and asynchronous learning explained: virtual classroom learning or self-paced instruction? Retrieved from https://theelearningcoach.com/elearning_design/group-or-self-paced-instruction/.
[26]. Wind Kofoed D. (2020). Synchronous vs asynchronous learning: what’s more effective? Retrieved from https://www.eduflow.com/blog/synchronous-vs-asynchronous-learning-whats-more-effective.
[27]. Sandars J. The use of reflection in medical education: AMEE Guide No. 44. Med Teach. 2009;31(8):685-695. doi:10.1080/01421590903050374
[28]. Vonderwell S, Liang X, Alderman K. Asynchronous Discussions and Assessment in Online Learning. Journal of Research on Technology in Education. 2007, 39(3):309-328. doi: 10.1080/15391523.2007.10782485. Available at: https://www.learntechlib.org/p/100757/. Accessed June 24, 2023.
[29]. Plesec Gasparic R, Pecar M. Analysis of an asynchronous online discussion as a supportive model for peer collaboration and reflection in teacher education. Journal of Information Technology Education: Research. 2016, 15:369-393.
[30]. Ellaway RH, Masters K. AMEE Guide 32: e-Learning in medical education Part 1: Learning, teaching and assessment. Med Teach. 2008;30(5):455-473. doi:10.1080/01421590802108331
[31]. Shahabadi MM, Uplane M. Synchronous and asynchronous e-learning styles and academic performance of e-learners. Procedia - Social and Behavioral Sciences. 2015, 176:129-138. doi: 10.1016/j.sbspro.2015.01.453.
[32]. Lawless, C. (2020). Synchronous vs. Asynchronous learning: which is right for your learners? Retrieved from https://www.learnupon.com/blog/synchronous-learning-asynchronous-learning/.
[33]. Tucker, C. (2020). Asynchronous vs. Synchronous: How to Design for Each Type of Learning. Retrieved from https://catlintucker.com/2020/08/asynchronous-vs-synchronous/.
[34]. Barbara B, Levin YH, Robbins HH. Comparative analysis of preservice teachers’ reflective thinking in synchronous versus asynchronous online case discussions. J Technol Teach Educ. 2006, 14:439–460.
[35]. Swan, K. Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance education. 2001, 22(2):306–331. http://dx.doi.org/10.1080/0158791010220208
[36]. Stack S. Learning outcomes in an online vs traditional course. Int J Scholarsh Teach Learn. 2015, 9:5.
[37]. Ward ME, Peters G, Shelley K. Student and faculty perceptions of the quality of online learning experiences. Int Rev Res Open Distrib Learn. 2010, 11:57–77. doi:10.19173/irrodl.v11i3.867
[38]. Kumari S, Gautam H, Nityadarshini N, Das BK, Chaudhry R. Online classes versus traditional classes? Comparison during COVID-19. J Educ Health Promot. 2021, 10:457. doi: 10.4103/jehp.jehp_317_21.
[39]. Totlis T, Tishukov M, Piagkou M, Kostares M, Natsis K. Online educational methods vs. traditional teaching of anatomy during the COVID-19 pandemic. Anat Cell Biol. 2021, 54:332–339. doi: 10.5115/acb.21.006.
[40]. He L, Yang N, Xu L, Ping F, Li W, Sun Q, Li Y, Zhu H, Zhang H. Synchronous distance education vs traditional education for health science students: a systematic review and meta-analysis. Med Educ. 2021, 55:293–308. doi: 10.1111/medu.14364.
[41]. Lopata C, Wallace NV, Finn KV. Comparison of academic achievement between Montessori and traditional education programs; the MOOC model: challenging traditional education. J Res Child Educ. 2005, 20:5–13. doi: 10.1080/02568540509594546.
[42]. Parker J, Maor D, Herrington J. Authentic online learning: Aligning learner needs, pedagogy and technology. Issues Educ Res. 2013, 23.2: 227-241.
[43]. Biel R, Brame CJ. Traditional versus online biology courses: connecting course design and student learning in an online setting. J Microbiol Biol Educ. 2016, 17:417–422. doi: 10.1128/jmbe.v17i3.1157.
[44]. Wang P, Ma T, Liu LB, Shang C, An P, Xue YX. A comparison of the effectiveness of online instructional strategies optimized with smart interactive tools versus traditional teaching for postgraduate students. Front Psychol. 2021, 12:747719. doi: 10.3389/fpsyg.2021.747719.
[45]. Picciano, A.G. Blending with purpose: the multimodal model. Journal of Asynchronous Learning Network. 2009, 13(1). doi: 10.24059/olj.v13i1.1673.
[46]. Fabriz S, Mendzheritskaya J, Stehle S. Impact of synchronous and asynchronous settings of online teaching and learning in higher education on students' learning experience during COVID-19. Front Psychol. 2021, 12:733554. doi: 10.3389/fpsyg.2021.733554.
[47]. Hope DL, Grant GD, Rogers GD, King MA. Virtualized gamified pharmacy simulation during COVID-19. Pharmacy (Basel). 2022, 10:41. doi: 10.3390/pharmacy10020041.
[48]. Papachroni, A., & Heracleous, L. Ambidexterity as practice: individual ambidexterity through paradoxical practices. J Appl Behav Sci. 2020, 56(3), 366-386. doi: 10.1177/0021886320913048.
[49]. Gibson, C.B., & Birkinshaw, J. The antecedents, consequences, and mediating role of organizational ambidexterity. Acad Manag J. 2004, 47(2), 209-226. doi: 10.2307/20159573.
[50]. Barrot, J.S., Llenares, I.I., & Del Rosario, L.S. Students’ online learning challenges during the pandemic and how they cope with them: the case of the Philippines. Educ. Inf. Technol. 2021, 26, 7321–7338. doi: 10.1007/s10639-021-10589-x.
[2]. Elangovan S, Mahrous A, & Marchini L. Disruptions during a pandemic: gaps identified and lessons learned. J Dent Educ. 2020, 84: 1270–1274. doi: 10.1002/jdd.12236.
[3]. Theoret C, & Ming X. Our education, our concerns: the impact on medical student education of COVID-19. Med Educ. 2020, 54, 591-592. doi: 10.1111/medu.14181.
[4]. Lucey CR, & Johnston SC. The transformational effects of COVID-19 on medical education. JAMA. 2020, 324:1033-1034. doi: 10.1001/jama.2020.14136.
[5]. Rose S. Medical student education in the time of COVID-19. JAMA. 2020, 323:2131-2132. doi: 10.1001/jama.2020.5227.
[6]. Hrastinski S. (2008). Asynchronous and synchronous e-learning. Educause quarterly, 31(4), 51–55. Retrieved from https://er.educause.edu/articles/2008/11/asynchronous-and-synchronous-elearning
[7]. Khan BH. (2007). Flexible learning in an information society. Hershey, PA: IGI Global. http://dx.doi.org/10.4018/978-1-59904-325-8
[8]. Chauhan V. Synchronous and asynchronous learning. Imperial Journal of Interdisciplinary Research. 2017, 3(2):1345-1348.
[9]. Ashley J. Synchronous and Asynchronous Communication Tools. ASAE and the Center for Association Leadership. Retrieved from http://www.asaecenter.org/PublicationsResources/articledetail.cfm?ItemNumber=13572
[10]. Cook DA, Levinson AG, Garside S, Dupras DM, Erwin PJ, & Montori VM. Internet Based Learning in the Health Professions. JAMA. 2008, 300(10):1181-96. doi: 10.1001/jama.300.10.1181
[11]. Cook DA, Artino AR Jr. Motivation to learn: an overview of contemporary theories. Med Educ. 2016;50(10):997-1014. doi:10.1111/medu.13074
[12]. Shukri A, Nordin L, Salleh FIM, Raidzwan SNM, & Ahmad R. UniKL students’ perception on synchronous learning using ICT as learning tools to learn English. Journal of Critical Reviews. 2020, 7(8):793-796. doi: 10.31838/jcr.07.08.170.
[13]. Murphy E, Rodríguez-Manzanares MA, & Barbour M. Asynchronous and synchronous online teaching: perspectives of Canadian high school distance education teachers. British Journal of Educational Technology. 2011, 42(4):583-591. doi: 10.1111/j.1467-8535.2010.01112.x.
[14]. Park YJ, & Bonk CJ. Is online life a breeze? A case study for promoting synchronous learning. MERLOT Journal of Online Learning and Teaching. 2007, 3(3):307-323.
[15]. Sharp EA, Norman MK, Spagnoletti CL, Miller BG. Optimizing synchronous online teaching sessions: a guide to the “new normal” in medical education. Acad Pediatr. 2021, 21:11–15. doi: 10.1016/j.acap.2020.11.009.
[16]. Nunneley CE, Fishman M, Sundheim KM, Korus RE, Rosen RH, Streater BA, O’Donnell KA, Newman LR, Marcus CH. Leading synchronous virtual teaching sessions. Clin Teach. 2021, 18:231–235. doi: 10.1111/tct.13282.
[17]. Alamer A, Alharbi F. Synchronous distance teaching of radiology clerkship promotes medical students' learning and engagement. Insights Imaging. 2021, 12:41. doi: 10.1186/s13244-021-00984-w.
[18]. Tsuei M. Using synchronous peer tutoring system to promote elementary students’ learning in mathematics. Computers & Education. 2012, 58(4):1171–1182. doi: 10.1016/j.compedu.2011.11.025
[19]. Issenberg SB, McGaghie WC, Petrusa ER, Lee Gordon D, Scalese RJ. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach. 2005;27(1):10-28. doi:10.1080/01421590500046924
[20]. Roberts DH, Newman LR, Schwartzstein RM. Twelve tips for facilitating Millennials' learning. Med Teach. 2012;34(4):274-278. doi:10.3109/0142159X.2011.613498
[21]. Pappas C. Synchronous Learning Advantages and Disadvantages in Corporate Training. Retrieved from https://elearningindustry.com/asynchronous-learning-advantages-and-disadvantages-in-corporate-training.
[22]. Teng DCE, Chen NS, Kinshuk & Leo T. Exploring students’ learning experience in an international online research seminar in the Synchronous Cyber Classroom. Computers & Education. 2012, 58(3), 918–930. http://dx.doi.org/10.1016/j.compedu.2011.10.018
[23]. Perveen A. Synchronous and asynchronous E-language learning: a case study of virtual university of Pakistan. Open Praxis. 2016, 8(1):21-39. doi: 10.5944/openpraxis.8.1.212.
[24]. Robert M, Bernard PC, Lou Y, Borokhovski E, Wade A, Wozney L, Huang B. How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Rev Educ Res. 2004, 74:379–439. doi: 10.3102/00346543074003379.
[25]. Malamed C. Synchronous and asynchronous learning explained: virtual classroom learning or self-paced instruction? Retrieved from https://theelearningcoach.com/elearning_design/group-or-self-paced-instruction/.
[26]. Wind Kofoed D. (2020). Synchronous vs asynchronous learning: what’s more effective? Retrieved from https://www.eduflow.com/blog/synchronous-vs-asynchronous-learning-whats-more-effective.
[27]. Sandars J. The use of reflection in medical education: AMEE Guide No. 44. Med Teach. 2009;31(8):685-695. doi:10.1080/01421590903050374
[28]. Vonderwell S, Liang X, Alderman K. Asynchronous Discussions and Assessment in Online Learning. Journal of Research on Technology in Education. 2007, 39(3):309-328. doi: 10.1080/15391523.2007.10782485. Available at: https://www.learntechlib.org/p/100757/. Accessed June 24, 2023.
[29]. Plesec Gasparic R, Pecar M. Analysis of an asynchronous online discussion as a supportive model for peer collaboration and reflection in teacher education. Journal of Information Technology Education: Research. 2016, 15:369-393.
[30]. Ellaway RH, Masters K. AMEE Guide 32: e-Learning in medical education Part 1: Learning, teaching and assessment. Med Teach. 2008;30(5):455-473. doi:10.1080/01421590802108331
[31]. Shahabadi MM, Uplane M. Synchronous and asynchronous e-learning styles and academic performance of e-learners. Procedia - Social and Behavioral Sciences. 2015, 176:129-138. doi: 10.1016/j.sbspro.2015.01.453.
[32]. Lawless, C. (2020). Synchronous vs. Asynchronous learning: which is right for your learners? Retrieved from https://www.learnupon.com/blog/synchronous-learning-asynchronous-learning/.
[33]. Tucker, C. (2020). Asynchronous vs. Synchronous: How to Design for Each Type of Learning. Retrieved from https://catlintucker.com/2020/08/asynchronous-vs-synchronous/.
[34]. Barbara B, Levin YH, Robbins HH. Comparative analysis of preservice teachers’ reflective thinking in synchronous versus asynchronous online case discussions. J Technol Teach Educ. 2006, 14:439–460.
[35]. Swan, K. Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance education. 2001, 22(2):306–331. http://dx.doi.org/10.1080/0158791010220208
[36]. Stack S. Learning outcomes in an online vs traditional course. Int J Scholarsh Teach Learn. 2015, 9:5.
[37]. Ward ME, Peters G, Shelley K. Student and faculty perceptions of the quality of online learning experiences. Int Rev Res Open Distrib Learn. 2010, 11:57–77. doi:10.19173/irrodl.v11i3.867
[38]. Kumari S, Gautam H, Nityadarshini N, Das BK, Chaudhry R. Online classes versus traditional classes? Comparison during COVID-19. J Educ Health Promot. 2021, 10:457. doi: 10.4103/jehp.jehp_317_21.
[39]. Totlis T, Tishukov M, Piagkou M, Kostares M, Natsis K. Online educational methods vs. traditional teaching of anatomy during the COVID-19 pandemic. Anat Cell Biol. 2021, 54:332–339. doi: 10.5115/acb.21.006.
[40]. He L, Yang N, Xu L, Ping F, Li W, Sun Q, Li Y, Zhu H, Zhang H. Synchronous distance education vs traditional education for health science students: a systematic review and meta-analysis. Med Educ. 2021, 55:293–308. doi: 10.1111/medu.14364.
[41]. Lopata C, Wallace NV, Finn KV. Comparison of academic achievement between Montessori and traditional education programs; the MOOC model: challenging traditional education. J Res Child Educ. 2005, 20:5–13. doi: 10.1080/02568540509594546.
[42]. Parker J, Maor D, Herrington J. Authentic online learning: Aligning learner needs, pedagogy and technology. Issues Educ Res. 2013, 23.2: 227-241.
[43]. Biel R, Brame CJ. Traditional versus online biology courses: connecting course design and student learning in an online setting. J Microbiol Biol Educ. 2016, 17:417–422. doi: 10.1128/jmbe.v17i3.1157.
[44]. Wang P, Ma T, Liu LB, Shang C, An P, Xue YX. A comparison of the effectiveness of online instructional strategies optimized with smart interactive tools versus traditional teaching for postgraduate students. Front Psychol. 2021, 12:747719. doi: 10.3389/fpsyg.2021.747719.
[45]. Picciano, A.G. Blending with purpose: the multimodal model. Journal of Asynchronous Learning Network. 2009, 13(1). doi: 10.24059/olj.v13i1.1673.
[46]. Fabriz S, Mendzheritskaya J, Stehle S. Impact of synchronous and asynchronous settings of online teaching and learning in higher education on students' learning experience during COVID-19. Front Psychol. 2021, 12:733554. doi: 10.3389/fpsyg.2021.733554.
[47]. Hope DL, Grant GD, Rogers GD, King MA. Virtualized gamified pharmacy simulation during COVID-19. Pharmacy (Basel). 2022, 10:41. doi: 10.3390/pharmacy10020041.
[48]. Papachroni, A., & Heracleous, L. Ambidexterity as practice: individual ambidexterity through paradoxical practices. J Appl Behav Sci. 2020, 56(3), 366-386. doi: 10.1177/0021886320913048.
[49]. Gibson, C.B., & Birkinshaw, J. The antecedents, consequences, and mediating role of organizational ambidexterity. Acad Manag J. 2004, 47(2), 209-226. doi: 10.2307/20159573.
[50]. Barrot, J.S., Llenares, I.I., & Del Rosario, L.S. Students’ online learning challenges during the pandemic and how they cope with them: the case of the Philippines. Educ. Inf. Technol. 2021, 26, 7321–7338. doi: 10.1007/s10639-021-10589-x.
Published
2023-06-11
How to Cite
Saxena, R., & Carnewale, K. (2023). EXPLORING THE SYNERGY OF SYNCHRONOUS AND ASYNCHRONOUS LEARNING APPROACHES IN MEDICAL EDUCATION. IJRDO- Journal of Educational Research, 9(8), 6-11. https://doi.org/10.53555/er.v9i8.5869
Section
Articles
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Author(s) and co-author(s) jointly and severally represent and warrant that the Article is original with the author(s) and does not infringe any copyright or violate any other right of any third parties, and that the Article has not been published elsewhere. Author(s) agree to the terms that the IJRDO Journal will have the full right to remove the published article on any misconduct found in the published article.
