Dr. Silvana Karagyozova, Assist. Prof.
Sofia University
https://doi.org/10.53656/ped2022-1.06
Absract. This article discusses the strengths and weaknesses of the asynchronous and synchronous forms of communication and knowledge acquisition in distance learning in higher education. The importance of the specific topic is dictated by the need to acquire the understanding that the distinction between the two forms of education is not based on quality, but rather clarifies the technological circumstances in which the process of teaching takes place. Manifesting the superiority of only one of the forms, and thus limiting the educational process to this one form, would be detrimental to the students. Arguments are given as to why online lectures, which represent the synchronous form, cannot and should not be the only favorite, which is the trend and bias that is currently observed. In addition to some determining factors for deciding on the appropriate form of education for the purpose, newer studies based on environmental and motivational factors are also indicated, in which we find sufficiently valid prerequisites and statistically significant findings for the use of both forms - conscious, effective, logical and methodically justified.
Keywords: distance education; synchronous and asynchronous forms
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