Authors: Muslima Karawani, Elif Reyhan Atac Gergin and Abdul Shakour Preece
Abstract: With the advent of the coronavirus pandemic, face-to-face teaching has moved to online teaching, and synchronous and asynchronous teaching modes have become more common and used. However, in such a scenario, the role that learners learn is the most important one, because they need to become more self-reliant as they adapt to online learning. Considering this, the study aimed to explore the relationships between synchronous and asynchronous learning and self-education that have become more prevalent during and after the pandemic. The methodological study used quantitative research and included quantitative and descriptive statistics, as well as a questionnaire consisting of 39 questions. Statistical assumptions of all variables were examined by applying four competing structural equation models (SEM) to explain the correlations between teaching and distance learning (ٌRTL) (Self-Directed Education). This study also aimed to find one model that best explains these models through relationships. Parametric correlation (Pearson correlation coefficient) was used to examine statistical relationships between variables. The study results reveal a statistically significant relationship between the independent variables of simultaneous and asynchronous learning methods and dependent variables related to the skills (self-directed education) of students, that is, self-management, self-monitoring, and motivation. In view of this, the researchers recommend that students continue to study online for some of their main courses, even after returning to normal, to improve their programming language skills (Self-Directed Education).
Keywords: Remote teaching and learning; Synchronous and Asynchronous learning; Self-directed learning.