Document Types
Paper Presentation
School Code
N/A
School Name
St. Edward School, General Trias City, Cavite
Abstract/Executive Summary
With the outbreak of the COVID-19 pandemic, online learning has become the students’ only hope to continue their learning process in a safe and secure manner. This study aimed to examine the perceived effectiveness of synchronous and asynchronous learning and evaluate the factors which may affect students’ experience in such a highly emergent learning context. To this end, descriptive quantitative research involving 100 conveniently selected senior high school students enrolled in online classes at a private university was conducted. A researcher-developed, expert-validated four-point rating scale consisting of four parts was administered to the respondents online via SurveyHero. The responses were analyzed using descriptive statistics, mean and standard deviation. The results indicated that, while students perceived synchronous learning as effective and in-par with face-to-face classes, they reported a negative evaluation of the efficacy of asynchronous learning. The study further revealed that factors such as gadgets and a peaceful home environment were essential for successful online learning. It was then concluded that synchronous learning is more effective than asynchronous, and the quality of learning materials provided to the students impact their views on these learning set-ups. The study draws several pedagogical implications useful for both students and teachers in online learning environments. Recommendations for future research are also discussed in this paper.
Keywords
online learning environment, asynchronous learning, synchronous learning
Research Theme (for Paper Presentation and Poster Presentation submissions only)
21st Century Learning and Innovations (CLI)
Initial Consent for Publication
yes
Two Roads that (should) Converge: Perceived Effectiveness of Synchronous and Asynchronous Learning by Senior High School Students at José Rizal University
With the outbreak of the COVID-19 pandemic, online learning has become the students’ only hope to continue their learning process in a safe and secure manner. This study aimed to examine the perceived effectiveness of synchronous and asynchronous learning and evaluate the factors which may affect students’ experience in such a highly emergent learning context. To this end, descriptive quantitative research involving 100 conveniently selected senior high school students enrolled in online classes at a private university was conducted. A researcher-developed, expert-validated four-point rating scale consisting of four parts was administered to the respondents online via SurveyHero. The responses were analyzed using descriptive statistics, mean and standard deviation. The results indicated that, while students perceived synchronous learning as effective and in-par with face-to-face classes, they reported a negative evaluation of the efficacy of asynchronous learning. The study further revealed that factors such as gadgets and a peaceful home environment were essential for successful online learning. It was then concluded that synchronous learning is more effective than asynchronous, and the quality of learning materials provided to the students impact their views on these learning set-ups. The study draws several pedagogical implications useful for both students and teachers in online learning environments. Recommendations for future research are also discussed in this paper.
