APPLICATION OF ASYNCHRONOUS INSTRUCTIONAL STRATEGIES IN TEACHING AND LEARNING OF BUSINESS EDUCATION PROGRAMMES IN COLLEGES OF EDUCATION IN SOUTH EAST NIGERIA
Abstract
Online education has emerged as an effective and increasingly common alternative to face-to-face instruction in postsecondary education. This study focused on the application of asynchronous instructional strategies in teaching and learning of business education programmes in colleges of education in south-east Nigeria. Three research questions guided the study and three hypotheses were tested at 0.05 level of significance. A descriptive survey design was adopted. The population consisted of 129 business educators. No sample was taken, as the number was sizeable for the researchers to handle.
A structured questionnaire was used for data collection. The instrument was validated by three experts. The reliability of the instrument was ensured using test re-test technique. Data collected were analyzed using Pearson Product Moment Correlation Co-efficient formula which yielded reliability co-efficient of
0.86. Data related to the research questions were analyzed using mean, while z-test was used to test the hypotheses. It was concluded that asynchronous instructional strategies in education provides a high degree of interactivity between participants who are separated both geographically and temporally and
afford students many of the social benefits of face-to-face interaction. It was recommended among others that business educators should play an important role in facilitating productive online discussions which can include managerial, social, pedagogical and technical.
Keywords: asynchronous, online learning, instructional strategies, teaching and learning, business education
Full Text:
PDFReferences
Bates, A. (2011). The continuing evolution of ICT capacity: Implications for education In G.M. Farrel (ed).The changing faces of virtual education.
http://www.col.org/virtured/viral12pdf
Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education 27(2), 139–153.
Berge, Z. L. (2002). Active, interactive, and reflective eLearning. Quarterly Review of Distance Education 3(2), 181–90.
Bonk, C. J. (2000). My hat's on to the online instructor. e-education Advisor: Education Edition 1(1), 10–13.
e-Learners.com (2012, April 2). Synchronous vs. asynchronous classes [blog]. Retrieved from http://www.elearners.com/online-education-resources/onlinelearning/synchronous-vs-asynchronous-classes/
Epumepu, E. A. (2012). A comparison of students’ academic performance in business studies in Junior Secondary School Certificate Examinations (JSSCE) in Public and Private schools in Ovia South West L.G.A., Edo State. M.Ed. project proposal submitted to the Department of Vocational and Technical Education, Faculty of Education, University of Benin, Benin City. Federal Republic of (2004). National Policy on Education. NERDC.
Gallini, J. K. & Barron, D. (2002). Participants' perceptions of web-infused
environments: A survey of teaching beliefs, learning approaches, and
communication. Journal of Research on Technology in Education 34(2), 139–156.
Garrison, D. R. (2004). Student role adjustment in online communities of inquiry: model and instrument validation, Journal for Asynchronous Learning Networks 8, 61–74.
Hadded, W & Drexler, A (2012). The dynamics of technologies in education: http://www.ignou.ac.in.
Harnes, G. (2012). Emerging trends in ICT and challenges of educational planning. In W, Haddad and A. Drexler (ed). Technologies in education: Potentials, parameters and prospects. ttp://www.edu/ctap.foce.kiz.ca.us.
Harris, J. (2011). First step in tele-collaboration
.http://www.col.cc.utexas.edu/jbharis/virtualarchitexture/articles.
Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), pp.393-416.
Johnson, S. D. & Aragon, S. R. (2003). An instructional strategy framework for online learning environments. New Directions for Adult and Continuing Education 100, 31–43.
Kearsley, G. (2000). Online education: Learning and teaching in Cyberspace. Belmont, CA: Wadsworth.
Kim, M. C. & Hannafin, M. J. (2011). Scaffolding problem solving in technology enhanced learning environments (TELEs): Bridging research and theory with practice. Computers & Education, 56, 403-417.
Kwache, P. Z. (2007). The Imperatives of Information and Communication Technology for Teachers in Higher Education. MERLOT Journal of Online Learning and Teaching, 3(4).
Levitch, S. & Milheim, W. D. (2003). Transitioning instructor skills to the virtual classroom. Educational Technology 43(2), 42–46.
McQuiggan, C. A. (2007). The role of faculty development in online teaching’s potential to question teaching beliefs and assumptions. Online Journal of Distance Learning Administration. 10 (3).
Meloni, J. (2010). Tools for synchronous and asynchronous classroom discussion [online blog]. The Chronicle of Higher Education. Retrieved from http://chronicle.com/blogs/profhacker/tools-for-synchronousasynchronousclassroom-discussion/22902
Merisotis, J.P. (2010). What is the difference? Outcomes of distance Vs traditional classroom based learning. http://www.worldbank.org/tand.
Muirhead, B. (2000). Promoting online interaction in today's colleges and universities. USDLA Journal 16(6).
Nam, C.., & Smith-Jackson, T. (2007). Web-based learning environment: A theory-based design process for development and evaluation. Journal of Information Technology Education, 6, 23- 44.
Retrievedfromhttp://www.jite.org/documents/Vol6/JITEv6p023-043Nam145.pdf
Rao, V. R. (2011). Audio teleconferencing – A technological prescription for interactive learning. http://www.clrc.org/rama.
Rovai, A. P. (2001). Building classroom community at a distance: A case study. Education Technology Research and Development 49(4), 33–48.
Shea, P. J.; Pickett, A. M.; & Pelz, W. E. (2003). A follow-up investigation of ‘teaching presence’ in the SUNY Learning Network, Journal for Asynchronous Learning Networks 7, 61–80.
Sims, R. (2003). Promises of interactivity: Aligning learner perceptions and expectations with strategies for flexible and online learning. Distance Education 24(1), 85–103.
Skylar, A. (2009). A Comparison of asynchronous online text-based lectures and synchronous interactive web conferencing lectures. Issues In Teacher Education, 18(2), 69-84.
Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S.M., & Liu, X. (2006). Teaching courses online: A review of the research. Review of Educational Research 76(1), 93– 135.
Trentin, G. (2000). The quality-interactivity relationship in distance education. Educational Technology 40(1), 17–27.
Tu, C. H. & Corry, M. (2003). Building active online interaction via a collaborative learning community. Computers in the Schools 20(3), 51–59.
Ubulom, W. (2012). A model for evaluation of programmes.Journal of Developing Country Studies, 2(1), 152-159.
Ugwoke, E. O. (2011). Effective utilization of ICT for repositioning programme in tertiary institutions in for national development. International Journal of Educational Research. 11(1), 20-24
Umunadi, E. K. (2014). Relational study of technical education in Scotland and for sustainable skill development.
Weimer, M. (2002). Learner-centered Teaching: Five Key Changes to Practice. San Francisco: Jossey-Bass.
Woo, Y. & Reeves, T. C. (2007). Meaningful interaction in web-based learning: A social constructivist interpretation. The Internet and Higher Education 10(1), 15–25.
Wu, D.; Bieber, M.; & Hiltz, S. (2008). Engaging students with constructivist participatory examinations in asynchronous learning networks, Journal of Information Systems Education,19 (3), 321–30.
Yang, Y-T. (2008). A catalyst for teaching critical thinking in a large university class in Taiwan: Asynchronous online discussions with the facilitation of teaching assistants. Education Technology Research and Development, 56, 241-264. DOI 10.1007/s11423- 007-9054-5.
Refbacks
- There are currently no refbacks.
Copyright © 2018 -2024. The Nigerian Journal of Business Education (NIGJBED) All Rights Reserved.
ISSN: 2408-4816 (PRINT) | ISSN: 2756-5912 (ONLINE)