Synchronous and Asynchronous Distance Education: Perspectives of Higher Education Educators in Saudi Arabia

Abstract

The main aims of this research are to determine the advantages and disadvantages of both synchronous and asynchronous distance education and the suggestions for improvement in each approach through the perspectives of faculty members. Specifically, this research concentrates on higher education. To achieve the research aims, research questions were established, and then qualitative research was carried out through the method of semi-structured interviews with seven faculty members in Saudi Arabia. The synchronous approach was characterised by ease of adoption in difficult circumstances, increased interest of some faculty members in developing their technical skills, easy progression across computer programmes and publication of activity links. It was limited by the full absence of opportunities to observe body language, especially in females, increased psychological stress and isolation for educators, health issues and technical issues, and high costs of devices and internet subscriptions. The suggestions for improving this approach were as follows: reducing student density and lecture duration and providing rapid information technology (IT) support. The asynchronous approach was distinguished by the resolution of issues encountered in synchronous lectures, easing the evaluation of educator work and confirming educator performance. It was limited by the requirement of student commitment, difficulty in answering all student inquiries, and anxiety related to the sustainability of information and recording. The suggestion for improving this approach was the provision of a collective discussion platform.