Abstract
Adult education often offers both asynchronous and synchronous modes of online learning to provide flexibility for learners. However, there is a limited understanding of engagement in these modes within adult education. This study aims to explore how the behavioural, cognitive, emotional, and social dimensions of engagement are facilitated in asynchronous and synchronous modes. A mixed-methods approach was used, involving observations and interviews with a total of 33 participants, conducted between April and December 2021. The study examined both Asynchronous Distance Education (ADE) and Synchronous Distance Education (SDE) classes. The findings indicate a significant correlation between the mode of delivery and how engagement is facilitated. ADE designs exhibited a wider variety of engagement facilitation compared to SDE. Furthermore, specific engagement dimensions were found to be more prominently supported in either ADE or SDE classes. To address the one-sided focus on engagement in each mode, teachers should actively design learning activities that promote varied ways for learners to engage in the learning process. This development is crucial as one-sided engagement, particularly in assimilative learning, has been associated with lower academic performance.
Author Information
Nina Bergdahl, Halmstad University, Sweden
Paper Information
Conference: BCE2023
Stream: Adult
This paper is part of the BCE2023 Conference Proceedings (View)
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To cite this article:
Bergdahl N. (2023) Sync or Async: Charting the Course for Engagement in Adult Education ISSN: 2435-9467 – The Barcelona Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2435-9467.2023.49
To link to this article: https://doi.org/10.22492/issn.2435-9467.2023.49
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