Effect of Synchronous and Asynchronous Mode of Online Teaching on Achievement in Environmental Education of Prospective Teachers

Abstract

Technology-supported online learning has become today’s popular trend in providing education from school to higher education. Prospective teachers are the stakeholders of the future school education system. Online technology-supported learning skills must be developed among them, and its efficiency in teaching learning has to be investigated. Keeping this idea in mind the present experimental study has been conducted on 80 prospective teachers. Prospective teachers were taught environmental education in two groups, with one group providing a synchronous mode of online learning and the other group participants providing the asynchronous mode of online learning. The results showed no significant differences in the achievement scores of the teachers undergoing learning in any of the modes. Similarly, there was no sex-related differences in the achievement level of students