An investigation into the effectiveness of asynchronous and synchronous e-learning mode on students’ academic performance in national open university (NOUN), Maiduguri Centre

Published Online May 2019 in MECS DOI: 10.5815/ijmecs.2019.05.06

Time is a very important factor in today's world where things are done very quickly. This has brought a paradigm shift in the pattern of learning [1]. The general public desires that learning should be consistent with their timetable irrespective of time and geographical location. The implication of this is that learning must be accessible all round the clock, with timely delivery to the workplace, residence, and place of vacation [1]. This has positioned information technology to serve as a viable innovative medium for a creative way of learning (elearning). Electronic learning or e-learning is any form of learning that uses a network (LAN, WAN or Internet) for delivery, communication, or simplification and the channel of teaching in computer. E-learning is an allencompassing word that incorporates the multimedia method of instructional delivery, learning via the internet, courseware or Computer Based Training (CBT), educational intranet, and Web-Based Training (WBT). Since e-learning uses a kind of approach that proceeds based on learners response, and proactive learning; it gives the learner a scintillating experience that might be more beneficial compared to the quality of education the learner is likely to experience in a jam-packed lecture hall. E-learning can either be synchronous, asynchronous, instructor-led or computer-based or a combination of both [1].

E-Learning was defined in [2] as any kind of learning that uses computer and communications technology. It is one of the fastest growing sectors of education and is becoming progressively popular in institutions of higher learning. [3] opined that the most primitive materialisation of e-learning happened in the 1970s with the introduction of Computer-Based Training (CBT) courses that uses mainframe computers. The drawback of these computers is that they have very limited capacity. They made it possible for users to choose the right answers to multiple choice questions and afterward comparing the result to the already created response. [4] was of the opinion that as technology is advancing and the horizon is getting broadened, several new electronic gadgets are now being used for learning the purpose, including audio and video tapes, teleconferencing, interactive TV and the Worldwide Web. The word elearning is now generally used to mean learning that is done or make possible at any rate via the Internet. Since access to the internet has greatly increased, e-learning has developed into a widespread and effectual approach to offer distance learning solutions.

• [4]    posited that e-learning occurs in one of two modes: asynchronous or synchronous. Asynchronous e-learning

is principally self-induced and happens at learner's spare time and their chosen location. It can be done independently, by means of e-books or CD-ROM tutorials or with others, interacting over email, online bulletin boards, and discussion forums. Asynchronous elearning can be compared to synchronous (live) elearning which entails how one or more learners and the learning facilitator communicating in real-time [5]. It was concluded in [6] that the students’ prior learning experiences, conceptions of learning, and study approaches underpin the quality of their learning outcomes. A higher percentage of learners in Nigeria learns through face to face, instructor-centered learning. With the use of ICT in Nigerian education, the question is on whether the use of this technology has a positive impact on learners experience and the learning outcomes.

The National Open University of Nigeria provides learning at a distance. This implies that it is not compulsory for students to be at chosen places and at certain times to listen to their lecturers, as is usually done in a traditional learning environment where students usually engage in a direct learning with teachers. Distance learning allows the students to do a sizable percentage of their learning away from the school premises and the lecturers. This implies that students are to a larger magnitude detached from the school and their lecturers in time and location and have to study on their own. The disadvantage of this learning approach is that it places great responsibility on students in terms of identifying the most appropriate way to study [7]. This method of education allows the physical posting of printed materials to students through the post office or courier companies. CD of recorded lectures in audio or video formats is provided as free media, depending on its availability and student's preference. Learning from a distance through Television and Radio broadcasts of the University's educational programmes are limited to the study centres which are situated nationwide. Some other challenges faced as deficiency of qualified academic staffs and in some situations only a few subscriptions. The experience of remote learners is greatly hampered by the drawbacks of this educational approach. This makes the students unenthusiastic to ask questions, not to be active in class discussion, and makes them develop undesirable attitudes towards the classes. This is the opposite of what is obtainable among learners that are physically co-situated with the lecturer and taking advantage of the face-to-face teaching [7].

The study investigates the asynchronous and synchronous delivery modes of e-learning in order to determine the merits of a live (synchronous) e-learning solution (e.g. LVCs) as compared to an asynchronous solution (e.g. email and the use of self-directed study modules, with interaction occurring over an online discussion forum). Also, to select an appropriate type of alternative e-learning solution by means of investigating the available applications (proprietary and open- source if all these options were available) of the chosen type. The study test, evaluate and critically analyse the chosen alternative e-learning solution in order to determine how successfully it addresses the current problems being experienced by some learners at NOUN, Maiduguri centre. This study will help the National Open University to develop and maintain effective synchronous and asynchronous learning communities that will enhance the academic performance of students. The study will also be useful as reference material for future research on elearning. The research motivation for this paper is born out of the need to answer some questions which can be summarised as follows:

• 1.    What is the nature of Asynchronous and Synchronous e-learning modes in the National Open University of Nigeria, Maiduguri study centre?

• 2.    What are the effects of asynchronous and synchronous e-learning modes skills on students’ academic performance?

• 3.    What is the structure of the curricula in the National Open University of Nigeria, Maiduguri Study Centre?

• 4.    What is the structure of the asynchronous and synchronous e-learning mode that the National Open University of Nigeria, Maiduguri Study Centre teachers have adopted to suit the University curriculum?

The main focus of the research is on the impact of synchronous and Synchronous e-learning tools on students' performance in the National Open University of Nigeria (NOUN) [7]. This study concentrates on the use of e-learning for small, interactive academic in Maiduguri study centre of the National Open University of Nigeria. The use of LVCs for large groups (e.g. for large public webcast lectures), or in different environments (e.g. for use in industrial and corporate training), will not be explored. Although the research could be applicable to some Nigerian educational institutions of other kinds (e.g. much larger tertiary educational institutions or colleges) or at other levels (e.g. secondary education), these are considered beyond the scope of this particular study.

II.    Related Works

The e-learning is not a new phenomenon in promoting education in some parts of the world. Presently, some institutions in Nigeria are using it to promote distance education (DE) and lifelong learning. The traditional context of learning is experiencing a radical change. There are many situations in which people want to learn exactly what they are interested in without time and location constraints. These kinds of needs require learning to be personalized, flexible, and available on-demand. The concept of traditional classroom education does not always fit comfortably into the new world of lifelong learning where the roles of instructors, students, and curriculum are changing. With the increasing use of networked computers and remarkable advances in telecommunication technologies, the Internet has been widely recognized as a valuable and inexpensive medium for network-enabled transfer of skills, information, and knowledge.

• A. E-Learning System

E-learning can be either synchronous or asynchronous. Synchronous e-learning requires the simultaneous participation of all learners and instructors at distributed locations. It refers to any learning event delivered to remote learners in real-time and includes immediate, twoway communication between participants. Therefore, synchronous e-learning is scheduled delivery of learning. Asynchronous e-learning does not require simultaneous participation of learners and instructors. It refers to any learning event that does not take place in real-time [8].

Asynchronous E-learning System

Asynchronous e-learning is a type of e-learning that makes learning available as soon as or whenever it is required, which gives the learners great flexibility in term of learning time, process and content. Many of the present e-learning systems offer asynchronous learning environments because they are easy to set up and are cheaper than synchronous e-learning methods [9]. Moreover, synchronous e-Learning is not flexible with respect to time. Extensive research has shown that in contrast to traditional classroom learning, e-learning has several advantages for learners [10, 11, 12]. Many studies have reported that e-learning is at least as effective as traditional classroom learning, measured by exam grades and learner's satisfaction [10, 13]. While most literature emphasizes the benefits of e-learning, some researchers have also pointed out its drawbacks such as frustration, confusion, and a reduced interest in subject matters [14]. Early e-learning systems used text-based instructions only, which could make learners bored and disengaged during online learning [15]. With the latest advances of multimedia technology, a number of multimedia integrated learning systems have been developed [16]. Simply defined, the term "multimedia" refers to a computer-based system that provides asynchronous learning environments, since they are simpler to develop and are less expensive than synchronous e-learning systems.

Multimedia content, transmitted over ever-increasing network bandwidth, has a dramatic impact on both processes and products of learning. It provides a multi-sensory learning environment that can help maximize learners' ability to retain information [17], and entice learners to pay more attention to a task through vivid and rich presentations that are more intriguing and fascinating [18]. Many learners enroll in online courses because of their asynchronous nature, which needs to be taken into account [19]. For the discussion of complex issues, synchronous e-learning, by media such as video conferencing, instant messaging and chat, and arranging face to face meetings as a complement may be essential for students to know each other and for planning the tasks at hand. However, when discussing complex issues, in which time for reflection is needed, it is better to switch to asynchronous e-learning and use media such as e-mail, discussion boards, and blogs [20]. Asynchronous communication gives learners the freedom of choice in learning. This communication is not dependent on learners being present together at a specific time to conduct teaching and learning activities [21]. Asynchronous communication environment provides learners with the discussion that allows participant access to the conference or instruction at different times. Therefore, learners can work at their own convenience, when or where they want and at their own place, thereby providing learners more time to reflect on their own ideas and encourage them to do more critical thinking [21].

Synchronous e-learning System

Synchronous e-learning makes use of digital tools and content extending from telephone calls and videoconferencing to voice over internet protocol (VoIP) and video broadcast over the internet [19]. Some synchronous e-learning like the video-conferencing and Live Virtual Classrooms (LVCs) which is a blend of two or more synchronous technologies used to produce a solution that

Table 1. Synchronous e-learning technology and key issues