Page 56 - Journal 89-3 Full

Distance, Online Teaching and Learning
Distance, online teaching differs from traditional face-to-face education because
it involves a physical separation of teachers and students; the need for a different
organization, use of media, and implementation of two-way communication
between teachers and students via technology; and the absence of teacher-made
learning groups (Bernard et al., 2004). When schools shut down due to COVID-19,
many teachers quickly transitioned from traditional to distance education. However,
educators had little or no training to be successful in this transition when teachers
were required to use programs such as Google Classroom to post assignments, Google
Suite for Education to provide learning documents, and Zoom to provide audio and
video communication (Bhamani et al., 2020). Although their study preceded the
onset of COVID-19, Wang and Huang (2018) found a transition from face-to-face to
distance, online teaching was difficult for teachers who might have good pedagogy
in a traditional classroom but were not ready for the online classroom.
Distance learning can be synchronous, asynchronous, or blended. Each approach
has its advantages and disadvantages that have been documented by researchers for
more than a decade at this point. These approaches are discussed in the following
sections.

Synchronous Teaching and Learning
In synchronous teaching and learning, teachers and students might be separate in
location but are connected in real-time through video or audio (Murphy et al., 2011;
Redmond, 2011). Students mostly rely on receiving their education through video
conferencing platforms (i.e., Zoom), whiteboard applications (for example, Google
Jamboard), and other applications for sharing (Bernard et al., 2004; Bhamani et al.,
2020; Hrastinksi, 2008; Murphy et al., 2011). Because synchronous education is
most like traditional education, students are more likely to connect with a teacher
(DiPietro, 2010) and more likely to work in groups in a synchronous setting through
breakout rooms while meeting on video conferencing platforms (Hrastinksi, 2008).
Because many teachers rely on communication platforms (e.g., Google Classroom,
Blackboard, Canvas) to form their connection with students, meeting together helps
students see they are not alone in their learning (DiPietro, 2010). For younger students
in a K–12 setting, synchronous learning is beneficial because it provides a structure
and a chance to receive immediate feedback (Bernard et al., 2004; DiPietro, 2010).
Chen et al. (2005) suggested this feedback can help students correct or strengthen
their learning. Furthermore, students are motivated to answer the teacher’s questions
because of the fast-paced nature of the class and the need to be involved in activities
(Chen et al., 2005; Hrastinski, 2008).
Alternatively, an increase in the use of technology leads to an increase in the need
for technology—and for it to work correctly.
Synchronous education via technology requires
Because synchronous education bandwidth and appropriate technology devices

is most like traditional education, that all students might not be able to afford
(Chen et al., 2005). When technology does not
students are more likely to work (i.e., the Internet goes out, students cannot
afford programs), it becomes difficult to teach
connect with a teacher... and learn in a synchronous modality (Ryan et
al., 1999). Teachers can also be overwhelmed
with the amount of communication needed to

54 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators