Blending asynchronous and synchronous digital technologies and instructional approaches to facilitate remote learning

This two-stage qualitative-dominant sequential mixed-method study, using an online survey of elementary and secondary school English language teachers (N = 73) and follow-up interviews (N = 10), collectively explores how teachers in Hong Kong adapted their instruction to online teaching in responses to COVID-19. The findings indicate that teachers used a variety of asynchronous and synchronous digital technologies and instructional approaches to facilitate students' learning, assess learning, and communicate with students and parents remotely. The findings suggest that a blend of asynchronous and synchronous modes are seen as optimum to support student learning online. A model is proposed on how teachers can blend asynchronous and synchronous digital technologies and instructional approaches within a sequence of learning.

Automated summary

This study revealed that teachers in Hong Kong adapted their instruction to online teaching in response to COVID-19 by using a variety of asynchronous and synchronous digital technologies and instructional approaches to support student learning, assess learning, and communicate with students and parents remotely. The findings suggest that a blend of asynchronous and synchronous modes are seen as optimum to support student learning online, and a model is proposed on how teachers can blend these technologies and approaches within a sequence of learning.