HIGHER EDUCATION STUDENTS' PERCEPTION TOWARDS THE IMPLEMENTATION OF SYNCHRONOUS AND ASYNCHRONOUS LEARNING MODES
Abstract
The perception of higher education students towards synchronous and asynchronous learning modes plays a vital role in determining the success of these pedagogical approaches. Students' preferences and attitudes towards these modes can impact their engagement, motivation, and overall learning outcomes. Thus, this research aimed to analyze the students’ perception on the modes of English learning activities employed a descriptive quantitative and qualitative approach. Students of all majors became the respondents and filled online questionnaire via Google form. There were 464 respondents filled in the questionnaire. The result showed that students were fully aware of the implementation, characteristics, and consequences of these two learning modes. Furthermore, students can shift and adapt with ease to the modes employed. Then, it can be concluded that students have adapted to the modes of learning and face no difficulty in the employment of synchronous and asynchronous classes.
References
Anderson, T., & Kuskis, A. (2020). Presence and effective communication in synchronous virtual classrooms. International Review of Research in Open and Distributed Learning, 21(2), 60-81.
Ayesha Parveen. (2016). Synchronous and Asynchronous E-Language Learning: A Case Study of Virtual University of Pakistan. Open Praxis, vol. 8 issue 1, January–March 2016, pp. 21–39 (ISSN 2304-070X)
Chen, B., & Jones, N. (2020). Synchronous and asynchronous teaching in online environments: A systematic review of the effects of mode of instruction on social presence, engagement, and student satisfaction. Journal of Online Learning Research, 6(4), 401-431.
Hamid, S. F., & Sulistyaningrum, S. D. (2019). Designing ICT Competences–Integrated Syllabuses of Speaking Courses (Design and Development Study of English Language Education Program Syllabuses). IJLECR (International Journal of Language Education and Cultural Review), 5(1), 1-13.
Hizriani, N., Nor H., & Saadillah. (2022). The synchronous and asynchronous learning at English department of universities in South Kalimantan: Practices and challenges. English Review: Journal of English Education, 10(3), 1045-1056. http://doi.org/10.25134/erjee.v10i3.6675
Johnson, S. E., Thum, Y. M., & Burden, K. (2021). Student satisfaction and perceptions of synchronous online learning: Benefits, challenges, and implications. Journal of Computer Assisted Learning, 37(2), 253-265.
Johnson, S. D., Aragon, S. R., Shaik, N., & Palma-Rivas, N. (2020). Comparative analysis of learner satisfaction and learning outcomes in online and face-to-face learning environments. Journal of Interactive Learning Research, 31(1), 65-88.
Li, L., Liang, J. C., & Tsai, C. C. (2021). Modeling university students’ technology acceptance and learning satisfaction in blended synchronous learning environments. Interactive Learning Environments, 1-17.
Salmon, G. (2013). E-tivities: The key to active online learning. Routledge.
Siswanto, et. Al, (2021). Pengaruh Penerapan Asynchronous Learning dan Motivasi Belajar terhadap Hasil Belajar. Jurnal Kependidikan, 5 (1), 74-78.
Smith, A., & Ferguson, D. (2019). Synchronous and asynchronous teaching of science laboratory courses: A comparative study. Journal of Science Education and Technology, 28(3), 239-249.
Teng, D. C. E., Chen, N. S., Kinshuk & Leo, T. (2012). Exploring students’ learning experience in an international online research seminar in the Synchronous Cyber Classroom. Computers & Education, 58(3), 918–930. http://dx.doi.org/10.1016/j.compedu.2011.10.018
Sivadas, E. & Johnson, M. S. (2005). Knowledge flows in marketing: An analysis of journal article references and citations. Marketing theory articles, 5(4), 339-361. doi: 10.1177/1470593105058817.
Wang, Q., Liu, J., Yang, J., Li, H., & Wang, Y. (2022). Effectiveness of synchronous and asynchronous online learning: A meta-analysis. Computers & Education, 178, 104912.
