Synchronous and Asynchronous Learning Methods under the light of General Data Protection Regulation
Eirini Mougiakou, Spyros Papadimitriou, Maria Virvou
Abstract
The continuous evolution of technology affects various areas of people's daily lives. One of them is the field of education, where the use of technological means allows alternative ways of teaching. The spread of the SARS-CoV-2 coronavirus, which has led to the closure of educational institutions in many countries, has increased the significance of educational platforms. Some platforms allow synchronous communication between the tutor and the student, i.e., the tutoring process takes place at a predetermined time, simulating conventional training. Asynchronous educational platforms enable the student to study and solve exercises in the time and at the pace of their own choice. However, there are questions about users' data, especially considering the General Data Protection Regulation <sup xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">1</sup> (GDPR) in force since 25 May 2018. In this article, we describe the features that distinguish synchronous from asynchronous learning systems and identify their points of impact with specific GDPR elements, respectively. Particularly for the asynchronous method, we focus on platforms that process user data and appropriately adapt the educational material. Having identified the impact points, we address the issue by providing guidelines for similar system designers. We also compare the two methods in terms of their benefits, taking into account the design needed for GDPR compliance.