Blending asynchronous and synchronous digital technologies and instructional approaches to facilitate remote learning
Blending asynchronous and synchronous digital technologies and instructional approaches to facilitate remote learning
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DOI：
10.1007/s40692-021-00195-8
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发表时间：
2021-07-14
影响因子：
6.1
通讯作者：
Wong KM
中科院分区：
文献类型：
--
作者：
Moorhouse BL;Wong KM
This two-stage qualitative-dominant sequential mixed-method study, using an online survey of elementary and secondary school English language teachers (N = 73) and follow-up interviews (N = 10), collectively explores how teachers in Hong Kong adapted their instruction to online teaching in responses to COVID-19. The findings indicate that teachers used a variety of asynchronous and synchronous digital technologies and instructional approaches to facilitate students’ learning, assess learning, and communicate with students and parents remotely. The findings suggest that a blend of asynchronous and synchronous modes are seen as optimum to support student learning online. A model is proposed on how teachers can blend asynchronous and synchronous digital technologies and instructional approaches within a sequence of learning. The online version contains supplementary material available at 10.1007/s40692-021-00195-8.
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DOI：
10.1177/0047239520934018
发表时间：
2020-09
期刊：
Journal of Educational Technology Systems
影响因子：
--
作者：
Dhawan S
通讯作者：
Dhawan S
影响因子：
4.8
作者：
Dipietro, Meredith
通讯作者：
Dipietro, Meredith
影响因子：
3
作者：
Hockly, Nicky;Dudeney, Gavin
通讯作者：
Dudeney, Gavin
影响因子：
6.1
作者：
Kong, Siu-Cheung;Looi, Chee-Kit;Huang, Ronghuai
通讯作者：
Huang, Ronghuai
DOI：
10.1007/978-981-15-5883-2_4
发表时间：
2020-05-11
期刊：
Tertiary Education in a Time of Change
影响因子：
--
作者：
Cong LM
通讯作者：
Cong LM