Asynchronous and synchronous online teaching: Perspectives of Canadian high school distance education teachers

被引：95

作者：

Murphy, Elizabeth ^{[1
]}

Rodriguez-Manzanares, Maria A. ^{[1
,2
]}

Barbour, Michael ^{[3
]}

机构：

[1] Mem Univ Newfoundland, Fac Educ, St John, NF A1B 3X8, Canada

[2] Mem Univ Newfoundland, Dept French & Spanish, St John, NF A1B 3X8, Canada

[3] Wayne State Univ, Detroit, MI USA

来源：

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY | 2011年 / 42卷 / 04期

关键词：

D O I：

10.1111/j.1467-8535.2010.01112.x

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This paper presents the results of an inductive, interpretive analysis of the perspectives of 42 Canadian high school distance education (DE) teachers on asynchronous and synchronous online teaching. The paper includes a conceptual overview of the affordances and constraints of each form of teaching. Findings provided insight into the following aspects of asynchronous and synchronous online teaching: degree of use; the tools used; the contexts in which each occur; students' preferences; and limitations. Pedagogy emerged as more important than media for both asynchronous and synchronous online teaching. Synchronous online teaching relied on teacher-rather than student-centred approaches. Asynchronous online teaching provided support for self-paced, highly independent forms of secondary DE supplemented by synchronous online teaching for answering questions and troubleshooting.

引用

页码：583 / 591

页数：9

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