Study # 1:

Authors: Peter Serdyukov

Date of Publication: 2020
Title of The Study: Asynchronous or Synchronous Learning Chasm
Website: IGI Global Publisher of Timely Knowledge
URL: https://www.igiglobal.com/chapter/asynchronoussynchronous-learning-chasm/253557
The Asynchronous is shifting toward through to the expenses of the Synchronous Practices as noticeable
apparent in some Colleges and Senior High School which may deprive to the students of the two critical
benefits of education in personal and social development and causing deterioration outcomes. Online
learning offers generous benefits for learners to have some good convenience independent learning and
to become flexible learner, while this may be true yet cause a conflict between Asynchronous and
Synchronous modes of learning which can lead to numerous effects and disadvantages. The Analyzation
of these two modes is demonstrating the advantages and disadvantages for which calls to holistic
approach from Online education to realizing the additive of interactive model in a blended learning
format.

Study#2
Authors: Peter D. Maclntyre, Tammy Gregersen, and Sarah Mercer.
Date of Publication: 2020
Title of the Study: Language Teachers' coping strategies during the covid-19 conversion to online
teaching: Correlations with stress, wellbeing, and negative emotions.
Website: Science Direct
URL: https://www.sciencedirect.com/science/article/pii/S0346251X20307120
In their study entitled the Language teacher's coping strategies during the covid-19 conversion to online
teaching: Correlations with stress, well-being, and negative emotions. In their Research they survey the
language teachers, to study, and to know the outcomes of how many teachers respond while dealing or
facing the coping anxiety and stress, during the pandemic and Synchronous and Asynchronous Learning
set up work, with their interrogation survey of fourteen coping strategies. 634 language teachers
participated and the response to their survey in the use of online tools, 75% are English teachers and
almost 80% are female teachers. The respondents come from or the one who takes the survey are
Europe (51.4%), North America (23.5%), Asia (8.8%), South America (6.9%), and the rest are the smallest
number of participants in the other world. Overall and the outcome is 50% of respondents had been
teaching for Fifteen years or more and 3% we're beginners, and the most stressful experience-reported
or answered by the language teachers is of a family's health and finances, the stress of online teaching,
and the Phenomenon of Pandemic Covid-19.
Study#3
Authors: Joacim Ramberg, Sara Brolin laftman, Torbjorn Akerstedt, and Bitte Modin.
Date of Publication: June 5, 2019
Title of the Study: Teacher Stress and Students' School Wellbeing:
The Case of Upper Secondary Schools in Stockholm
Webpage: Taylor and Francis Online
URL: https://www.tandfonline.com/doi/full/10.1080/00313831.2019.1623308
According to their study, they conducted and investigated at Stockholm School in Sweden, to investigate
the upper secondary of the teachers and the students, with a questionnaire and survey of a case dealing
and facing the fatigue and depression due to the work of asynchronous and synchronous learning and
researching the level of the teachers stress and stress related-complaint. The details derive from two
separate data collections performed in an upper secondary school in 2016, the Stockholm School Survey
and the Stockholm Teacher Survey, which were connected. 5367 students and 1045 teachers in 46
schools from a two-level linear process analysis were performed. The results and outcomes are a
negative association between the school-level teacher stress, fatigue, and depression while the
students' school satisfaction was perceived as teacher caring, even when controlling the student and
school level sociodemographic characteristics. Their findings indicate that teachers' stress may have
negative implications for the students.

Study#4
Authors: Florian Klapproth, Lisa Federkeil, Franziska Heinschke, and Tanja Jungmann
Date of Publication: 2020
Title of the Study: Teachers' experience of stress and their coping strategies during COVID-19 induced
distance teaching
Webpage: JPR (Journal of Pedagogical Research)
URL:https://www.ijopr.com/article/teachers-experiences-of-stress-and-their-coping-strategies-during-
covid-19-induced-distance-teaching-8475
In their study entitled the Teachers' experience of stress and their coping strategies during COVID-19
induced distance teaching, They interrogating with a survey to study the level of stress the teachers
experienced during the lockdown of schools in Germany due to COVID-19 and it is very challenging for
many teachers of it, and included with the questionnaires of the strategies of coping. The teachers were
recruited for their studying on basis of nationwide professional networks (e.g. Education server –
Education in Germany, The German Education Union as well as by their advertising the study on
homepages of associations for different special educational needs and in social networks (e.g. Facebook,
Instagram), and to their samples of a total of 380 teachers from the different schools participated, and
more than 50% of them we're spent more than four hours daily on Online teaching and with the
secondary grammar school teachers experiencing the signs of stress and working more hours daily than
special education teachers, the vast majority of them experienced the technical barriers, but most of
them are felt able to cope functionally with the stress. Female teachers experienced significantly more
stress but coped with it more often in a functional way and teachers used more functional coping
strategies when they expected external factors as barriers for distance teaching. The results of their
study are to implying the teachers from the digital skills should be developed, schools should be better
equipped with the need for computers and factors contributed to teachers' willingness to use
technologies for remote teaching or working online of synchronous and asynchronous learning.
Study#5
Authors: SHIBA DATTA GNAWALI
Date of Publication: December 08, 2017
Title of the Study: Academic stress at schools: Causes and management
Webpage: The Himalayan Times
URL: https://thehimalayantimes.com/opinion/academic-stress-schools-causes-management/

In his article entitled Academic stress: Causes and management, In School Education at Nepal
occur the academic life of students is really important cause it can help to your career but
furthermore, the educational requirements for students become more stringent experiences
stress at this level. Through stress, He said our body tells us something is going on wrong and if
it is significant and frequent or does not go away, that’s when it is time to seek help. Academic
stress or Academic asynchronous and synchronous learning stress is a mental stress because of
some anticipated frustration associated with parental pressure on high performances; tough
class load; worry over grade competitions; sports. School, family, society, and environment are
considered major causes of academic stress, which threaten to disrupt students’ daily
functioning and irrational rules of discipline, ineffective teaching methodology, indifferent
attitude of teachers, overemphasis on weaknesses rather than the strength of students, poor
reading habits and time management of students, lack of the student’s interest in a particular
subject, the teacher’s corporal punishments and high expectations of teachers, parents, and the
student himself/herself are agonies for students, and negative attitudes lead to mental
disorder, depression, stress and even suicide among and Students are not robots, If the
students are guided and encouraged by parents and teachers as per their abilities, interests,
and aptitude, there is no doubt, they would naturally make their academic dreams come true
without any stress, and our support can act as a buffer against stress.