The inner voices of students in asynchronous online learning approach

Yıl 2022, , 148 - 154, 30.04.2022

Abel, Jr. Alvarez , Hajji Palmero

https://doi.org/10.24289/ijsser.1065915

Öz

Many schools around the world are looking for various approaches to continue the delivery of teaching and learning delivery despite the threat and challenges of the COVID-19 pandemic. Educational institutions considered the idea of mixing and matching the different teaching and learning approaches to address the learning needs and conditions of the students in this time of global health crisis. In the Philippines, the problem of uncontrolled surge of COVID-19 cases put face-to-face classes still on hold, thus, resulting for colleges and universities to engage in emergency remote education. This phenomenon paved the way for courses like National Service Training Program or NSTP, which is a community-based immersion course, to resort to asynchronous online learning delivery. Interestingly, there were three themes or types of learning engagements that were revealed in a study using a phenomenological research design to ten purposively selected NSTP 2 students. These themes are student-content, student-teacher, and student-student engagements. It was found out that the theme student-content engagement is highly present in an asynchronous online learning environment while the other two forms of engagement can be described as limited or lacking. This scenario suggests the need for policy makers and curriculum developers to rethink and revisit the course design and delivery of NSTP 2 to address the challenges experienced by the students in this type of online learning approach.

Anahtar Kelimeler

Asynchronous online learning, Emergency remote education, Learning engagements, National Service Training Program

Kaynakça

• Alvarez, A.V. Jr. (2020a). The phenomenon of learning at a distance through emergency remote teaching amidst the pandemic crisis. Asian Journal of Distance Education, 15(1), 144-153, https://doi.org/10.5281/zenodo.3881529
• Alvarez, A.V. Jr. (2020b). Learning from the problems and challenges in blended learning: Basis for faculty development and program enhancement. Asian Journal of Distance Education, 15(2). https://doi.org/10.5281/zenodo.4292631
• Alvarez, A.V. Jr. (2021). Navigating students’ experiences in asynchronous online learning modality. Globus An International Journal of Management & IT, 13(1). https://doi.org/10.46360/globus.mgt.120212001
• Bozkurt, A. & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1). https://doi.org/10.5281/zenodo.3778083
• Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Paskevicius, M., (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1- 126. https://doi.org/10.5281/zenodo.3878572.
• Brierton, S., Wilson, E., Kistler, M., Flowers, J., & Jones, D. (2016). A comparison of higher order thinking skills demonstrated in synchronous and asynchronous online college discussion posts. NACTA Journal, 60(1), 14-21.
• Carbajal, C. (2014). Real-time or anytime learning: synchronous and asynchronous learning explained. virtual school blog by connections academy. http://www.connections academy.com/blog/posts/2014-09-26/Real-Time-or-AnytimeLearning-Synchronous-and-Asynchronous-Learning-Explained.aspx
• Chaeruman, U. A., & Maudiarti, S. (2018). Quadrant of blended learning: A proposed conceptual model for designing effective blended learning. Jurnal Pembelajaran Inovatif, 1(1), 1-5. https://doi.org/10.21009/JPI.011.01
• Cho, M. H., Kim, Y., & Choi, D. (2017). The effect of self-regulated learning on college students' perceptions of community of inquiry and affective outcomes in online learning. The Internet and Higher Education, 34, 10-17. https://doi.org/10.1016/j.iheduc.2017 .04.001
• Corcuera, L. C., & Alvarez, A.V. Jr. (2021a). Learners’ perceptions in learning English language through blended learning approach. Globus Journal of Progressive Education, 11(1), 60-66. https://doi.org/10.46360/globus.edu.220211012
• Corcuera, L. C., & Alvarez, A.V. Jr. (2021b). Teacher's roadblocks in the time of quarantine teaching. International Journal of Social Sciences and Education Research, 7(4), 427-434. https://doi.org/10.24289/ijsser.1003162
• Corcuera, L. C., & Alvarez, A.V. Jr. (2021c). From face-to-face to teaching at a distance: Lessons learned from emergency remote teaching. Asian Journal of Distance Education, 16(2), 166-179. https://doi.org/10.5281/zenodo.5793090
• Creswell, J. W. (2009). Research design: Qualitative and mixed methods approaches. Sage
• Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches. Sage.
• DiCicco‐Bloom, B., & Crabtree, B. F. (2006). The qualitative research interview. Medical education, 40(4), 314-321. https://doi.org/10.1111/j.1365-2929.2006.02418.x
• Doody, O., & Noonan, M. (2013). Preparing and conducting interviews to collect data. Nurse researcher, 20(5). https://doi.org/10.7748/nr2013.05.20.5.28.e327
• Francescucci, A., & Rohani, L. (2019). Exclusively synchronous online (VIRI) learning: The impact on student performance and engagement outcomes. Journal of Marketing Education, 41(1), 60-69. https://doi.org/10.1177/0273475318818864
• Giorgi, A.P., & Giorgi, B.M. (2003). The descriptive phenomenological Psychological method. In P.M. Camic, J.E. Rhodes & Yardley (Eds), Qualitative Research in Psychology: Expanding Perspectives in Methodology and Design (pp. 243-273). American Psychological Association.
• Giorgi, A. (2009). The descriptive phenomenological method in psychology: A modifiedHusserlian approach. Duquesne University Press. https://doi.org/10.1163/ 156916210X526079
• Giorgi, A. (2012). The descriptive phenomenological psychological method. Journal of Phenomenological psychology, 43(1), 3-12. https://doi.org/10.1163/156916212X632934
• Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Sage.
• Moustakas, C. (1994). Phenomenological Research Methods. Sage. https://dx.doi.org/ 10.4135/9781412995658
• Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic inquiry. Sage.
• Lowenthal, P., Dunlap, J., & Snelson, C. (2017). Live synchronous web meetings in asynchronous online courses: Reconceptualizing virtual office hours. Online Learning Journal, 21(4), 177-194
• Pang, L., & Jen, C. C. (2018). Inclusive dyslexia-friendly collaborative online learning environment: Malaysia case study. Education and Information Technologies, 23(3), 1023-1042. https://doi.org/10.1007/s10639-017-9652-8
• Patton, M. Q. (1987). How to use qualitative methods in evaluation (2nd ed.). Sage.
• Rosenberg, J., Akcaoglu, M., Willet, K. B. S., Greenhalgh, S., & Koehler, M. (2017, March). A tale of two Twitters: Synchronous and asynchronous use of the same hashtag. In Society for Information Technology & Teacher Education International Conference (pp. 283-286). Association for the Advancement of Computing in Education (AACE).
• Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.). Pearson.
• Tafida, A. G., & Shittu, K. O. (2020). Blending Synchronous and Asynchronous Communication Technologies in English as a second Language Teaching and Learning. Gombe Savannah Journal of Language, Literature, and Communication Studies, 1, 1-10.