Keywords

1 Introduction

The outbreak of the Covid-19 pandemic has affected all levels of society and imposed unprecedented measures worldwide. The educational system has not been an exception in this regard. The pandemic has widely disrupted the educational sector and caused radical changes that caused triggering innovative approaches, methods, and modalities of teaching and learning. The drive behind such a move was to ensure the continuity of the educational process for students after the closure of schools and universities in Jordan as per the defense law as protective and preventive procedures. At the same time, applying such new modalities was an opportunity to test new teaching and learning patterns that were not applied within the educational system before, especially in Jordan.

In light of this assertion, the abrupt onset of the Covid-19 pandemic has necessitated universities to provide students with effective and supportive approaches for online teaching and learning that facilitate high-quality learning outcomes [1]. This indicates that there is an urgent requirement for the digital readiness of teachers and students all over the world [2].

The imperative to move to online learning caused by the recent Covid-19 pandemic [3, 4] has added to the stresses and workloads experienced by university faculty and staff [5]. Online modalities encompassing both blended and asynchronous models became a de facto. During this transformation, the Ministry of Higher Education and Scientific Research (MoHE) in Jordan made strenuous efforts to minimize the negative impact on students, and not allow them to be affected by this closure. To this end, online learning has been integrated into the plans of the MoHE and Ministry of Planning and Information Technology in 2002 [6].

1.1 The Impact of Covid-19 Pandemic on Education

The impact of the widespread use of Covid-19 was immense. All members of the educational process, namely, institutions, educators, and students were affected to varying degrees. Students were forced to stay at home and learn remotely instead of the interactive classroom meetings on campuses. At the institutional level, decision makers adopted blended, synchronous, and asynchronous modes as de facto teaching modes. Teachers were under surmountable pressure and played various roles to facilitate students learning and make it more enjoyable and attainable in the face of this radical change. In a nutshell, Covid-19 spreads online learning culture across the worldwide learning environment.

1.2 Online Learning Post Covid-19

The educational environment is embracing multiple innovative tools; using technology through blended learning is one of those tools. This advanced instructive approach has been encompassed rapidly yet it goes through a process. Commencing blended learning (combination of face-to-face and online teaching and learning) is considered part of the pioneering initiatives in the educational sector but its acceptance and approval, especially in the developing world face challenges to be an effective instructional tool in the learning and teaching process ibid.

The Ministry of Higher Education and Scientific Research has launched a roadmap to return to higher education institutions for the academic year (2021/2022), which includes all public and private higher education institutions for all degrees and levels of learning. In recent months, the MoHE issued regulations, criteria, and bylaws endorsed by a royal decree to empower and give legal cover to the application of these modalities, i.e. (Blended, Asynchronous) modalities.

1.3 Study Significance

The significance of the current study can be understood considering the following points: first, this study is important as it provides a clear understanding of the challenges and opportunities that can be concluded via the application of blended/asynchronous learning in the post Covid-19 period. The study serves as an attempt to bridge the gap in research concerning the description and the utilization of asynchronous learning in the higher education system that is established as a parallel educational system to the blended and face-to-face systems at the Jordanian universities in general and AUM. These modalities’ descriptive nature serves as a starting point toward forming a systematic procedure that can be used as guidelines for all people of concern including decision makers, educators, and students.

Moreover, the novelty of this study stems from the fact that it is the first one, to the best of the knowledge of the researchers, that addresses this subject matter in such depth and scrutiny. As such, the study tries to delimit the use of asynchronous learning modes in attaining quality education.

1.4 Objectives of the Study

The study was conducted to achieve the following objectives:

  1. 1.

    To investigate AUM instructors’ perspectives about the experience of asynchronous learning post Covid-19.

  2. 2.

    To identify the instructors’ perceptions about the challenges encountered by them in the asynchronous learning environment.

  3. 3.

    To identify AUM instructors’ opinions about opportunities, yield from the application of asynchronous learning at the university level.

1.5 Study Questions

  1. 1.

    What are the perspectives of AUM’s instructors about asynchronous learning post Covid-19?

  2. 2.

    What are the perceptions of AUM’s instructors regarding the post Covid-19’s challenges faced in applying the asynchronous learning paradigm?

  3. 3.

    What are the perceptions of AUM’s instructors regarding the post Covid-19’s opportunities in applying the asynchronous learning paradigm?

2 Literature Review

This review presents research about the change in learning modes caused by the pandemic and the transfer from having only traditional face-to-face learning into a blended mode (combination of Face-to-Face plus online) [7,8,9]. Additionally, this study presents literature that examines the potential benefits and obstacles of utilizing various modes of instruction, particularly the blended learning model, in the post-Covid-19 era.

Technology has had a firm role in the education sector in the last decade. It has been noted that the success of e-and blended learning is highly dependent on experience in the internet and computer applications [10]. Rigorous discovery of such competences can finally lead to a confirmation of high possibilities of establishing blended learning. Research agrees that the success of e-learning and blended learning can depend on students as well as teachers gaining confidence and capability to participate in blended learning [11].

Research shows that 75% of students and 72% of teachers were lacking in skills to utilize ICT-based learning components due to insufficient skills and experience in computer and internet applications and this may lead to failure in e-learning and blended learning [12].

Research also shows that blended learning has been affected by factors such as family, work, and insufficient time to study, which was assured by research results that indicated learners learning without peers and teachers face-to-face interaction is not as effective as face-to-face, and it also impedes learners’ process of learning.

Some researchers noted that the absence of learner interaction causes failure and cyber-truancy leading to the lack of learner connectedness. It was also noted that blended learning and the e-learning horizon negatively impacted the learners’ social connections and friendship status as the lively, truthful, and emotional becomes less and event absent in such context and may lead to failure in students’ social intelligence.

Some research results show that poor/excellent quality technology has a significant impact on the learners’ and teachers’ satisfaction regarding the blended learning context and environment. In their research, Goyal and Tambe observed that learners expressed a positive attitude towards Moodle as a blended learning platform for enhancing their learning experience.

Bourne et al. [13] examined paradigms used in online learning in general and asynchronous learning networks. The challenges and the benefits of ALN were also investigated. The study was based on a case study about the creation of an online course. The projections for online education and the challenges that face the ALN field were also investigated through scrutiny.

Jorgensen [14] investigated the challenges and benefits of Asynchronous Learning Networks. The drive behind conducting the study was the changing educational modalities because of the impact of several factors, namely, the cost, Covid-19 pandemic, and the emerging technological advances in educational paradigms. Furthermore, the study addressed the question of whether asynchronous computer-mediated learning is an effective replacement for face-to-face collaboration and if student learning is compromised with this mode of instruction. The study concluded with highlights on the cost of instituting online courses and how these courses can be used to improve the collaborative learning environment and classroom community.

Graham et al. [15] examined the benefits and challenges of blended learning. The scarcity of related studies was the catalyst for conducting this study. The researchers utilized exploratory research from a graduate-level course to ascertain the basic cross-cultural issues which were relevant. The findings of the analysis came to confirm the benefits as touted in the literature.

Ellis and Hafner [16] explored the effectiveness of building a framework to support project-based collaborative learning experiences in an Asynchronous Learning Network. In addition, the paper aimed at providing a system-based framework for designing, implementing, and evaluating project-based collaborative learning experiences to be delivered via an Asynchronous Learning Network. Furthermore, the project’s analysis highlighted the benefits of both collaborative and project-based learning and provided a thorough examination of the challenges of applying to the project.

Larbi-Siaw and Owusu-Agyeman [17] investigated the students’ satisfaction in an asynchronous learning environment. The researchers utilized seven key considerations including types of interaction among students and students and teachers. Additionally, group cohesion and timely participation, knowledge of Internet usage, and satisfaction were also investigated. To this end, structured questionnaires from 500 students who took courses in an asynchronous learning environment were used to collect the data. The results of the study showed that all the variables served as robust antecedents of students’ satisfaction in an asynchronous learning environment.

In a recent study, Ó Ceallaigh [18] explored the roles of teachers and educators in an Asynchronous Learning Environment. The study intended to fill the gap resulting from the paucity of research regarding how teachers and educators handled teaching in asynchronous mode. This paper reports on a mixed methods study that explores how TEs are best supported to facilitate teaching presence in an asynchronous learning environment. The data was gathered and analyzed through the administration of an online questionnaire, as well as individual semi-structured internviews and focus group interviews. The analysis results indicated significant challenges related to planning for the asynchronous learning environment. In addition, the results showed that there is an improvement in students’ engagement and interaction in such learning mode.

3 Methodology

The research at hand utilized two approaches, namely, an open-ended survey in which 30 faculty members answered the barriers and opportunities that they face. Whereas the second survey was built upon the responses of the first survey using the Likert scale. The participants were 72 from different faculties at the American University of Madaba (AUM) in Jordan. Statistical analyses were used to find answers to the questions of the study. The data was analyzed qualitatively and quantitively by conducting SPSS analysis of the survey and a qualitative analysis of the interviewees.

4 Results and Discussion

In a survey for the faculty members at the American University of Madaba, 102 faculty members were asked to correspond to this Survey that comprised three parts.

4.1 Flexibility

In the analysis, 66.7% of the participants agreed that asynchronous learning is flexible and allowed the ability to both teachers and students to move in their teaching and learning process at their own pace (speed). This result agrees with the conclusion of Larbi-Siaw and Owusu-Agyeman [17], who reflected that students showed satisfaction toward applying blended/asynchronous learning. Furthermore, the analysis assured the findings reached by Ellis and Hafner [16], who explored the effectiveness of building a framework to support project-based collaborative learning experiences in an Asynchronous Learning Network in that in the e-learning era, asynchronous adds the quality of having the ability to move easily according to teachers and learners’ conveniences, the fact which has been approved by more than half of the sample. Moreover, the analysis illustrated that 52.9% of the sample agreed that this self-learning modality provides the learners with a wide variety of digital tools that support this learning style even though, 32.4% shows no position in this regard, and they were neutral in their answers. Furthermore, the results elucidate that 67.1% agreed on the fact that learning gives students the opportunity to learn at their convenience and their own time, the asynchronous learning gives students the opportunity to learn at their own convenience plus their own time. Additionally, in this analysis, it is evident that a substantial proportion of the faculty members (62.00%) highly agreed that asynchronous learning gives students a greater sense of freedom and allows them to develop a sense of responsibility toward their learning assuring that this modality is of great benefit for autonomous learning allowing them to expand and magnify their knowledge based on their will. These results echo the results of Piccoli et al. and Goyal and Tambe.

Finally, the analysis indicated that asynchronous learning gives the opportunity to faculty members to invest much time in between semesters preparing for their courses; this quality was approved by 48.6% of the participants who also assured that asynchronous classes are properly prepared, and this exposed their students to a secure, rich, and diverse learning environment (Table 1).

Table 1 Summary of results related to the flexibility
Full size table

4.2 Practicality and Affordability

The findings of the analysis of the data seem to agree with the findings of Hadad [11], Larbi-Siaw and Owusu-Agyeman [17], Goyal and Tambe, in that asynchronous learning is believed by 80% of the sample to allow for greater opportunities for students who may have other obligations and who might not be able to attend a traditional class and offers a wide range of the online resources. More than half of the faculty members were happy to receive training sessions on the asynchronous mode of teaching and 34% were satisfied with introducing this mode of teaching before implementing it. However, only 37% of the sample thinks that Asynchronous learning provides equal opportunities for all students [11].

Consistent with the argument posited by Meyer and Paewai, 73% of the participants recognized asynchronous learning as a feasible substitute to conventional instruction during times of crisis. While 58% believe it allows for institutional savings, 45% say it saves time. 75% say that asynchronous learning allows storing lessons that are delivered live to be used as review materials and 66% believe that this could be helpful in improving accessibility for differently-abled students ibid (Table 2).

Table 2 Summary of results related to the practicality and affordability
Full size table

4.3 Challenges

The analysis of the survey on the challenges that faculty members encounter comprised 17 questions. The questions were centered on specific sub-themes, namely, adaptation to asynchronous learning, lack of direct communication and interaction with students which allows for more isolation for students, lack of discipline, and technical problems.

As for the adaptation to asynchronous learning, in an asynchronous learning environment, around 60% of the instructors at AUM are found unable to adapt to these new learning styles. This result was similarly reported by Shraim and Khalifa, 2020, who justified that the main drive behind the lack of adaptation was because students have been accustomed to traditional learning modalities. To add, around 50% of the AUM instructors reported that such a mode of learning requires specific technical skills which enable them to handle the teaching process ibid. Most of the instructors 80% indicated that they need to have more time for preparation which is not available because of the extra workload and more start-up time needed to fully prepare courses (videos or online materials), especially before the semester start. This time is even found to be doubled because there is an increased need for organizational skills. This includes the time and the skills needed for redesigning the whole course to effectively flow in the new mode of teaching [14].

The second sub-theme addressed the lack of direct communication and interaction with students. Around 70% of the respondents revealed that in the asynchronous learning environment, they find it difficult to communicate their thoughts, ideas, and values to their students. They believe that asynchronous learning curbs fruitful interaction between learners themselves and learners and instructors. This reality is linked to the contention that asynchronous learning allows for more isolation for students. Around 60% of the instructors indicated that asynchronous learning does not enable instant feedback to students.

The third sub-theme was centered around the lack of discipline. Most of the instructors, 85%, reported that lack of discipline is one of the symptoms of asynchronous learning. Around 45% of the instructors reflected that in asynchronous learning mode, students develop undesirable learning habits such as procrastination, dropping out, and unauthorized absence.

Finally, the technical problems were reported to be the least impactful of all challenges. A minority of instructors (30%) indicated that such issues may affect the learning process negatively. Additionally, around 35% of the instructors reflected that such technical issues can be frustrating and expensive (Table 3).

Table 3 Summary of results related to challenges
Full size table

5 Conclusion

The study investigated the perspectives of AUM faculty members about the application of blended/asynchronous following the outbreak of Covid-19. Three main sub-themes emerged, namely, flexibility, affordability and practicality, and challenges. The study concludes with the following implications, first, at the institutional level, laws should be enacted to empower the application of blended/asynchronous learning modalities. Second, Higher Education Institutions should provide a reliable infrastructure for such modalities. Third, educators must embrace these modalities as a tool for transition into flipped learning. Fourth, educators should look at the existing challenges as opportunities that can be catalysts for achieving positive transitional changes in the learning process. The study concludes with a recommendation for conducting a large-scale study on the impact of Covid-19 on the teaching modalities in educational institutions in Jordan.