Синхронный и асинхронный формат онлайн-обучения в контексте теории коммуникации
The 2020 pandemic has forced universities to change their traditional teaching format and move most of the courses to the distance learning format. This study aims to analyze the experience gained so far in translating courses online, compare different forms of online learning and formulate recommendations for their application.
Generalization of previous studies is carried out using Shannon’s theoretical model of communication: message is transmitted through channel of communication to the recipient by the source with the feedback. At the same time, the analysis of synchronous and asynchronous learning formats is carried out separately, and the possibility of combining the synchronous and asynchronous models within the framework of a single educational course is analyzed.
Based on the study, we can conclude that the use of online courses of any format has a positive effect on the effectiveness of the educational process as a whole. However, there is no evidence to which of the two work formats - synchronous or asynchronous - is more preferable both from the point of view of teachers (both the source) and listeners (recipient) and the effectiveness of feedback. Moreover, different formats are preferable for learning different material and acquiring different competencies. Therefore, in the work, it is concluded that it is the combination, instead of the separate application of synchronous and asynchronous teaching methods, that contributes to an increase in the effectiveness of teaching. However, this is possible only if teachers have special competencies, their ability to work online and use its communication channels.