Synchronous Learning in Institutions of Higher Learning during COVID-19: Lessons from Developing Countries

Abstract

The coronavirus outbreak, known as COVID-19, is one example of a pandemic that the world is currently grappling with. The effects were disruptive in both developing and developed countries. The teaching and learning in Institutions of Higher Learning (IHL) in developing countries were not spared. The study focused on exploring the effects of synchronous teaching and learning and analysing how quality teaching and learning were achieved. An exploratory design study was used in the study. Data was collected using qualitative interviews. The study found that several IHL adopted synchronous teaching and learning. To ensure a smooth transition from face-to-face to online platforms, regular training must be offered to lecturers and students. Institutions of higher learning must lobby policymakers and IHL managers to fund ICT infrastructure in the colleges and universities for ease of adoption of a new method of teaching and learning.

1. Introduction

The advancement of information and communication technology (ICT) in developing countries and the reduction of data costs have made synchronous teaching and learning possible. Synchronicity occurs simultaneously, and the interactions transpire without a time lag in real-time [1]. This indicates a very short lapse between interactions, as in the case of text-based instant messaging (IM) or short message service (SMS). Scholars describe synchronous learning as a real-time, instructor-led online learning event in which all participants are logged on simultaneously and communicate directly with each other [2, 3]. Synchronous learning is increasing its footprint in IHL as students demand flexibility in learning and delivering lessons [4]. Many scholars use different names referring to the same concept of teaching and learning on an online platform. The concept was described as remote learning [5], technology-enhanced learning [6], synchronous online learning [7], synchro modal learning [8, 9], hybrid synchronous teaching [10] and synchronous hybrid [9]. The study used the term ‘synchronous learning’ to refer to online teaching and learning in real-time. Interactive features like annotation tools, polls, breakout rooms, video and screen sharing make teaching more interesting among facilitators and students. Synchronous learning focuses on real-time interactions, whilst asynchronous learning refers to the learning system that allows students to learn independently. The students benefit in several ways, including collaborating with other students in remote places. The study note synchronous learning engages students in real-time regardless of their different environmental locations. Online student engagement is described as the degree of interest, cognitive ability, attention, interaction, time, and effort that students in IHL show during synchronous learning [6]. Synchronous teaching and learning have gained momentum in IHL due to the prolonged lockdown measures that many governments implemented to curb the spread of the coronavirus. Several instructors in IHLs are now faced with the challenge of adopting a new method of teaching and assessing students’ work online. The literature [11], notes that the lack of prior experience with synchronous online teaching and inadequate training are major sources of frustration among instructors and students.

2. Context of synchronous learning in institutions of higher learning

The context of synchronous learning in IHLs is shaped by the facilitation conditions these institutions provide, in addition to the cultures inherent to academic disciplines [12]. A plethora of evidence in the literature suggests that technological infrastructure and resources are directly and indirectly related to the adoption of synchronous learning in IHLs [13]. During COVID-19, IHL in South Africa moved their teaching approaches from face-to-face to synchronous learning. However, the challenges like poor connectivity and attendance during the lesson were noted. Asynchronous solutions were adopted to support synchronous learning and assist students unable to connect live lessons. The study found the poor network and high cost of data contributed to poor student engagement during online lessons. It was noted that some institutions delayed moving to synchronous learning due to the poor preparedness of instructors and the use of outdated institutional infrastructure. The lack of devices and user-friendly learning management systems like Blackboard, Microsoft Teams, and Zoom, among others, made it difficult for poorly funded IHL to implement change in the method of teaching and learning [14]. Improvements were noticed after some time as every institution tried hard to save the academic year.

3. Purpose of the study and research questions

Students’ academic progression in IHLs during the COVID-19 pandemic was a great concern as it led to poor performance and high attrition rates among students. The scholar [15] found a lack of course material, online learning facilities, and a reduction in contact hours as obstacles that affected the pass rate and throughput rate in IHL. The researchers [16] concluded that some IHL are unaware of how to develop assessable online content and how to manage the synchronous learning environment. The study seeks to understand the impact of COVID-19 on IHL and identify challenges and lessons that can be drawn from implementing synchronous learning in IHL. The research question guiding the study is “What are the effects of synchronous online teaching and learning methods in IHLs in developing countries?” The objectives of the study are to 1) Explore the impact of COVID-19 on synchronous teaching and learning in IHLs; 2) Identify the challenges and benefits of synchronous teaching and learning in IHLs, and 3) Make recommendations to support professional development in synchronous learning environment.

4. Literature review

In developed countries, synchronous online teaching and learning have been the norm for the past two decades. The synchronous delivery model was adopted as a tool to aid learning in institutions of higher learning instead of replacing face-to-face interaction [1]. The scholars analysed synchronous learning management systems (LMS) and recommended that interactive features that must be added to LMS include chat rooms, annotations, discussion forums, journals, wikis, break-out rooms and options for non-verbal gesture buttons [17]. The instructor’s pedagogical approaches and readiness to adopt technology-integrated instructions ultimately influence instructor-student interactions during synchronous lessons [18]. Synchronous learning requires technologically aware and experienced facilitators to manage the LMS. In contrast with synchronous learning, the researcher [19] regards asynchronous learning as a situation where students access the learning material uploaded beforehand, in their own time. This type of learning has been the most commendable, especially for emerging countries where students struggle with network connectivity and internet access. However, asynchronous learning has disadvantages, including the possibility of students receiving delayed feedback on their enquiries. This frustrated students, and they ended up demotivated with the online teaching and learning approach. In the study, synchronous learning was affected by load shedding. IHL increased their capital expenditure by buying generators to back up power failure. The students could not join classes because of load shedding and poor network. Lecturers were not exceptions as they were affected too, compromising the quality of lesson delivery.

5. Synchronous online teaching and learning

Computer-mediated communication emerged in developed countries over two decades ago, but it is now prevalent in developing countries. Scholars distinguish synchronous and asynchronous teaching, depending on whether the interaction occurs in real-time [20]. Student engagement was found to be one of the most important aspects of enhancing quality teaching and learning [6]. Scholars call student engagement ‘the holy grail’, owing to its importance in academic success [21]. Synchronous teaching and learning promote student engagement compared to asynchronous teaching and learning. Synchronous online teaching and learning allow students and lecturers to interact meaningfully, ask questions and receive instant feedback [22]. Furthermore, synchronous learning allows students to engage by sharing their understanding of the content studied beforehand, both with other learners and with the instructor. This assists in clarifying concepts and eliminating any misconceptions about the subject matter, thereby promoting meaningful learning [23, 24]. Research [25] notes that educators have discovered the efficiency, ease of access and diverse collaborations offered by synchronous online teaching and learning that is likely to continue being an optional delivery method even after the relaxation of the lockdown measures.

6. Institutional support for synchronous online teaching and learning

Institutional support was found to be vital for learners in IHLs when transitioning from face-to-face to synchronous learning [26]. The researchers [27] who reviewed award-winning online institutions noted the importance of putting the educator on centre stage in designing, assessing and facilitating. The research made it clear that lecturers in IHLs must take ownership of teaching methods, technology, and content in the modules they facilitate. Module facilitators who received mentoring, technical support and training for software and hardware used in class were found to have higher institutional satisfaction than those who did not [28]. Several studies have shown synchronous online teaching and learning integration associated with technical and pedagogical support [29, 30, 31]. A shared vision championed by the teaching and learning management helps different technology among facilitators in IHL. This motivates lecturers to change quickly to the new method. The lack of shared vision [32] was the cause of confusion affecting the quality of teaching and learning in an online space.

7. Student accessibility and readiness

Previous studies have described students in IHL in different terms ‘digital natives’ [33], ‘millennials’ [28], the ‘net generation’ [34] and ‘digital generation’ [35]. An empirical study [36] confirms that most students had access to mobile phones, which they use for texting, participating in social media and engaging in synchronous learning. Nonetheless, students’ awareness of technology is insufficient unless they are taught and trained to navigate LMS. Furthermore, students must develop a sense of ownership over their studies. Previous research noted limitations among young adults in using technology for educational purposes [37]. The World Bank noted poor internet access as making it difficult for students in developing countries to engage in synchronous learning. Synchronous online teaching and learning have challenges, and there have been recommendations for lecturers, students, and managers to improve learning in IHLs. Participants must connect using the right equipment; all participants must arrange their physical space to optimise visual and audio presentations; students must be allowed to introduce themselves online by opening webcams, chat with peers and teachers in real-time to augment their social presence [6, 25]. Facilitators are advised to know the background of their learners in terms of online interaction, connectivity, and engagement [38]. Facilitators and students must familiarise themselves with the functions of the learning management system. The need to embrace an online teaching and learning persona cannot be overemphasised. Lecturers must set ground rules with their students [38] to achieve a clear direction. The lecturers must take advantage of the features that promote online engagement, such as chat, short surveys and cold-calling techniques. The students must be accountable for managing their virtual online space. Developing a communication plan enables students to engage with their facilitator without experiencing challenges. The prior teaching experience was positively related to a teacher’s general self-efficacy and attitude towards synchronous teaching and learning. The facilitators’ perceptions of the student readiness for synchronous learning impact the design and facilitation of online courses [27]. The survey noted that physiological disabilities such as anxiety, depression and post-traumatic stress disorders cause significant barriers to learn in IHL. The research has noted that the number of students with disabilities who are enrolled in IHL continues to rise [39]. Researchers [40] observed a trend in synchronous learning where opportunities for completing studies among students with disabilities are increasing. Universal design for learning principles was instrumental in enhancing the quality of the teaching and learning experience for all tertiary students [41]. The contributing factor is the delivery of content in multiple ways, enabling synchronous learning. Similar findings were noted in research [42] that argued students with disabilities are a diverse population who are challenged in many ways in terms of navigating online courses that do not cater for accessibility. Students with disabilities have different demographic characteristics, with differences in gender, socio-economic status, age, sexuality, culture and ethnicity. Institutions of higher learning must support these students by not focusing on their disability but on the whole person, in the same way, they do for able-bodied students.

8. Research methodology

The study used an exploratory approach to obtain participants’ in-depth views and learning perceptions. The exploratory method assists in interrogating an area where little or no information about the phenomenon is available. Synchronous learning during the COVID-19 pandemic had not been researched in IHLs, especially in a developing state context, hence the current study’s need. Data were collected from 25 respondents using an open-ended questionnaire administered to lecturers and students from IHL in the Limpopo province of South Africa. The survey and collected data from 15 students and 10 lecturers ensured a good representation of participants. Telephone interviews were utilised to probe responses. The open-ended questionnaire was emailed in advance to allow respondents to familiarise themselves with the questions ahead of the interview. This approach was cost-effective as the researchers incurred no travelling costs. Participants and the interviewer were less exposed to the risk of meeting COVID-19-positive individuals during the data collection process. Common themes in the study were identified using thematic analysis.

9. Findings and discussion

The survey uncovered crucial insights on optimising synchronous teaching and learning among the IHL lecturers and students during the COVID-19 pandemic. The descriptive statistics of respondents were analysed separately based on age, gender and academic qualifications. A total of 25 respondents were interviewed after receiving the questionnaire in advance. The results were analysed separately, i.e., lectures and students. Gender is a nominal data variable in the study, therefore measures like median, mean and standard deviation were not helpful for the paper. Out of 15 students who took part in the study, 60% were females, and 40% were males. The mean age of the entire group of participants, that is, lecturers and students, was 29 years of age and the median age was 26. The youngest participant was 19, whereas the eldest was 41. The data showed a deviation or dispersion from the mean to 10 years. In terms of qualifications, all respondents had qualifications ranging from higher certificates to degrees.

The study found changing to synchronous learning as the only option available to save the academic calendar under lockdown. A clear plan of action was shared with the stakeholders on moving to synchronous learning. Learning management system pieces of training and support was given to both the lecturers and students on the use of technology prior to the transition and as it was made an ongoing activity depending on identified developmental areas. The ICT support includes devices given to lecturers and students who were not having gadgets. Slides and textbooks helped to support offline solutions activities.

The study found many challenges that negatively impacted the synchronous delivery of lessons, including lack of access to data, poor connectivity, inability to navigate effectively on the LMS, and minimised student engagement. Data access was one of the main challenges to South African students. The institutions of higher learning provided data packages to lecturers and students for them to engage effectively during lessons. Furthermore, it was found that some LMS were heavy on data usage, e.g., blackboard, as the data provided by the institutions was depleting very fast. Other institutions switch to LMS and use those that do not consume much data, like zoom, for synchronous learning.

The study found that many students could only join some of the scheduled synchronous sessions utilising the allocated data. They had to top data from their coffers, and the students from poor backgrounds were greatly affected as they could not afford to buy extra data. Affordability concerns made students choose sessions to attend and not to attend as a way of saving available data. The study found data challenges to lecturers having less impact as they were conducting lessons onsite and could afford to buy. They were able to maintain a presence in the synchronous learning environment. The other finding was poor sound quality during the lessons. Some students complained that lecturers were not audible enough during online classes and, at times, background noises disturbed the learning process. The use of wireless speakers, e.g., Jabra speakers, solved this challenge later when they were bought to support learning. In addition, half of the students who attended had no access to laptops hence they were using smartphones, but they could not be used to type assignments and other online submissions. The instructions had to open campus over the weekends and increase machines on the computer laps to accommodate students who wanted machine use. The research notes that some gadgets were not supporting the LMS at different institutions, which exacerbated the problem, e.g., some smartphones made it challenging to view projected slides and could not access features needed to participate during the lessons. The challenge of network connectivity was more on students who stay in remote areas. About half of the students interviewed indicated network connectivity issues which compromised their studies. One student indicated a lack of network signals in the area where she resided and would occasionally travel some distance to get network connectivity so that she could catch up. Lack of personal space to attend synchronous lessons was a big obstacle. Family members were disturbed during synchronous learning and listened to recordings after the lessons. This negatively affected student engagement as they would be on mute all the time so that background sounds from their environment would not interfere with the online sessions and only relied on the chat option. In modules which required calculations, it was found to be challenging to master the concepts. Lecturers end up organising booster sessions to revise and reinforce the concepts.

Some students cited that joining synchronous lessons whilst watching TV, this compromised learning. This speaks to students’ readiness to adopt synchronous teaching and learning methods. Institutions are supposed to continuously offer support to develop self-responsibility towards their studies to ensure effective and deeper learning. From lecturers’ side, one of the major concerns was the lack of engagement by most students during online sessions. Lecturers posed questions during the discussion, and most students were not forthcoming in interacting with their lecturers and peers. One lecturer indicated that it was one of the most difficult situations to deal with when questions were met with deafening silence in a lecturing career. When the lecturer called out students’ names to contribute, they remained mute. The lecturers could not agree on nonverbal cues to check if students were following. Lecturers mostly ended up talking, failing to promote student engagement and interactive participation.

10. Conclusions and recommendations

Based on the findings from the study, it is crucial to note that synchronous learning has become a necessity in IHL and will shape future learning programmes. The study recommends that policymakers and administrators in IHL increase the budget meant for teaching and learning to cover additional ICT infrastructure and personnel who needs to sustain synchronous learning. The study view lecturers and students as the cornerstones of synchronous learning, hence proper orientation is recommended every time the new academic year starts or is deemed necessary. New employees to the organisation must undergo a rigorous orientation to impact skills, enabling them to use the LMS without a challenge. The study recommends all IHLs invest in ICT infrastructure to effectively manage the synchronous teaching and learning space. The investment must be made in many forms, like acquiring new equipment, software and training staff on managing the new learning management systems. The teaching and support staff must be given access to ICT tools and be trained on using the learning management system (LMS) continuously. The training must be tailored to address the needs of the students, academics and other stakeholders involved. The students must be taught how to use the LMS to submit assessments, log a query, register, access student material, participate in lessons, and track financial statements, among other things. The study recommends training students on time management and managing learning activities whilst engaging in synchronous and asynchronous learning. The study noted that adopting the synchronous teaching and learning approach in IHLs is a technical and pedagogical and instructional challenge. It is recommended that enough preparation from lecturers, learners and other stakeholders is a prerequisite to ensure the effective implementation of the synchronous teaching and learning model. The study recommends cross-collaboration among teams at an IHL. The team could comprise of lecturers, content developers, ICT teams, the operations department, and sales teams to enable the success of the synchronous learning model. The study noted that moving lecturers and students out of the traditional classroom, i.e., face-to-face learning, must be viewed as a pedagogical transformation that requires the rapid mobilisation of resources among different stakeholders, colleges and universities. Synchronous teaching and learning, therefore, require lecturers to be flexible and adaptable in dealing with unanticipated circumstances, e.g., system failure and load shedding. The study recommends an alternative strategy to be in place to enable engagement with students who fail to attend a synchronous learning session. The study recommends that lecturers record their online sessions to help students who fail to engage synchronously access the learning activities conveniently. Asynchronous learning becomes an alternative approach to complement synchronous engagement. Asynchronous engagement tools like blogs, listservs, wikis, google documents, and voiceovers improve student engagement online. The synchronous tools, which include text-based charts, two-way video and audio conferencing, web conferencing, interactive whiteboards, real-time-sharing documents, instructor-led floor control, viewable class list and participation meters, assist in making synchronous learning more real and enjoyable. The challenges in synchronous teaching and learning, including integrating technology into teaching practices and communication channels, negatively affect student engagement [6]. The challenge of monotony in synchronous teaching and learning was found to be taking place when the LMS is used as a one-way channel of passing information to students. IHL must make use of virtual private networks (VPN) connections at their campuses to carb network problems. The IHL must ensure that its facilitators and course instructors have professional teaching qualifications and teaching experience. Those falling short must undergo some training on online teaching and learning to ensure success in delivering the synchronous teaching and learning model. Lecturers are recommended to enhance interaction with students using the virtual whiteboard and grouping students into breakaway rooms during the presentation to enable them to work in smaller groups. The lecturers must allow students to post their activities, share hyperlinks and make some presentations. Whiteboards were found to act as discussion conduits as they encourage the scaffolding of concepts in the classroom. Synchronous learning was found to be cost-effective, allows peer discussion, stimulates critical thinking and promotes cognitive engagement among innovative twenty-first students. The study recommends a cross-national study among public and private institutions of higher learning to see the impact of synchronous learning during the COVID-19 pandemic.