Asynchronous and synchronous remote teaching and academic outcomes during COVID-19

Article

Stuart, Jaimee, O'Donnell, Alexander W., Scott, Riley, O'Donnell, Karlee, Lund, Rochelle and Barber, Bonnie. 2022. "Asynchronous and synchronous remote teaching and academic outcomes during COVID-19." Distance Education. 43 (3), pp. 408-425. https://doi.org/10.1080/01587919.2022.2088477

Article Title	Asynchronous and synchronous remote teaching and academic outcomes during COVID-19
ERA Journal ID	20803
Article Category	Article
Authors	Stuart, Jaimee, O'Donnell, Alexander W., Scott, Riley, O'Donnell, Karlee, Lund, Rochelle and Barber, Bonnie
Journal Title	Distance Education
Journal Citation	43 (3), pp. 408-425
Number of Pages	18
Year	2022
Publisher	Taylor & Francis
Place of Publication	Australia
ISSN	0158-7919
	1475-0198
Digital Object Identifier (DOI)	https://doi.org/10.1080/01587919.2022.2088477
Web Address (URL)	https://www.tandfonline.com/doi/full/10.1080/01587919.2022.2088477
Abstract	The COVID-19 pandemic has prompted widespread transitions to remote teaching and learning in the higher education sector, bringing challenges for both educators and students. This study investigated links between student engagement with distinct types of remote teaching (asynchronous and synchronous) and academic outcomes (grade point average and academic satisfaction) during the nationwide COVID-19 lockdown in Australia. Connectedness to the university was tested as a moderator of these associations. Results found that students with high levels of university connectedness that engaged more with synchronous teaching had higher grade point averages and academic satisfaction. Conversely, greater engagement with asynchronous teaching was associated with increased satisfaction with academic performance for those low in university connectedness. These findings suggest that both synchronous and asynchronous modes of remote teaching are important for students’ academic outcomes and that university connectedness plays a critical role in promoting positive academic experiences and achievement in the context of remote teaching.
Keywords	asynchronous teaching; synchronous teaching; remote teaching; COVID-19; higher education
Contains Sensitive Content	Does not contain sensitive content
ANZSRC Field of Research 2020	399999. Other education not elsewhere classified
	529999. Other psychology not elsewhere classified
Public Notes	Files associated with this item cannot be displayed due to copyright restrictions.
Byline Affiliations	Griffith University
	University of Tasmania

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