The Implementation of Blended Synchronous and Asynchronous Online Language Learning during the Covid-19 Pandemic (original) (raw)
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INTERACTION: Jurnal Pendidikan Bahasa
The aims of this study are to investigate the perceptions of two vocational high school students majoring Animation and Accounting about asynchronous online learning during pandemic and how they overcome the challenges faced. This study used qualitative exploratory research design by conducting observation, interview and documentation to get rich data of the subject under focus. Moreover, the researcher used thematic analysis to analyse the data collected by following six steps proposed by Braun et al. (2019). The findings showed that asynchronous online learning strategies seemed to not fit the participants. The students more preferred learning that is conducted synchronously which for some students is perceived as a burden as they have to deal with the problem of internet data. Other findings also indicated that students who still had problem with material given were likely to have discussion with other students as an effort to overcome one of the challenges faced.
Journal of Applied Research in Higher Education, 2021
Purpose-There are currently no studies concerning the use of Google Hangout in North Cyprus. Thus, this study examines the perceptions of preservice teacher and language instructors on the use of Google Meet (GM) as a synchronous language learning tool for a distant online program in Cyprus. Design/methodology/approach-To elicit information on the perception of preservice teachers and language instructors on this issue, a quantitative research design was used for this study. Findings-Though the language instructors deemed GM effective and efficient as a language learning tool, the preservice teachers thought otherwise. Research limitations/implications-It was difficult to collect data during this pandemic outbreak. Obtaining ethical consent from the participants was difficult as well and so the sample size was small. Practical implications-The study was able to demonstrate that the use of GM was somewhat effective as a language learning tool for the online distant program, though the level of efficiency and effectiveness varies from preservice teachers to the language instructors. Also, the study was able to highlight the use of GM could be very effective if it is well managed by the teachers to stimulate student engagement during lessons. The study showcased that the unavailability of Internet data, poor Internet connection are possible constraints to the efficiency of GM. Recently, a university in Northern Cyprus has decided to partner with a telecommunication network (Turkcell) toward providing free Internet access for all registered students within a particular period of learning. This is a welcomed approach that can be emulated by other educational facilities in bridging the gap created by poor Internet connection in a remote online learning setting. Originality/value-There are no studies within the context of North Cyprus on the use of GM as a synchronous language learning tool for online distant programs. Though the use of GM is adjured effective and efficient, this contextual overview of GM is a new insight into academia.
University Students' Perceptions in Implementing Asynchronous Learning During Covid-19 Era
METATHESIS, 2021
This study aimed to know students' opinions about the implementations of asynchronous learning (Screencast-O-Matic and Google-Form apps) during Covid-19, to identify the advantages and disadvantages were produced by these devices, as well as to analyze how big the students' confidence on this type of learning when implemented in the rural area. The subject of this study consisted of 45 respondents from the English Education Study Program. They spread in the 2 nd , 4 th , 6 th , and 8 th semester. A qualitative descriptive design was used in this study. Among the questionnaire, open-ended questions and interviews were the methods to collect the data. The results of this study indicated that these platforms had shown various obstacles. Over half of respondents criticize that limited internet access was one of the most significant restrictions when implementing asynchronous learning (Screencast-O-Matic and Google-Form apps). Although Screencast-O-Matic and Google-Form had some ...
2021
This article describes the online learning strategy for language skills in the English Language Education Study Program of Brawijaya University-Indonesia during the COVID-19 pandemic. This research is exploratory qualitative research that uses observation and interviews as a way to obtain data. The data and information obtained are used as a basis in discussing this research problem with descriptive analysis. All lecturers take advantage of the available learning facilities by implementing synchronous and asynchronous learning sessions. Some information was obtained from interviews with lecturers stating that in using synchronous sessions, the lecturers use the Zoom, Google Meet, and VLM facilities to manage teleconference model lectures. Meanwhile, lecturers use the Google Classroom facility to carry out various activities in using asynchronous sessions, including sending reading assignments, projects, online discussions, and sending asynchronous class schedules. One of the learnin...
E-Structural (English Studies on Translation, Culture, Literature, and Linguistics), 2021
During COVID-19 pandemic, educators implement online learning in the education process. Basic interactive models of online learning available, such as synchronous learning, as a face-to-face learning process through online media. This research investigates the students' perception toward the implementation of synchronous learning in ELT especially TOEFL. This research is qualitative. The results show that: 1) 51 % of students use Zoom and Live YouTube in learning TOEFL. 2) 89.7 % of students use mobile phones in online learning. 3) 49.7 % of students agree that Zoom has complete features. 4) 83.2 % of students agree that operating Zoom's features is very easy. 5) 74.2 % of students agree that Zoom is easy-used. 6) 72.9 % of students agree that using Zoom in learning TOEFL is effective. 7) 73 % of students agree that using Live YouTube in learning TOEFL also effective. 8) 63.9 % agree that in Zoom, they can participate by face-to-face interactions (e.g. question-answer even discussion with lecturer and classmates. 9) 95.5 % of students agree that using YouTube, videos can be seen anytime and anywhere because videos are stored on the lecturer's channel. In the understanding level of TOEFL, 83.2 % of students really understand in the listening section, 89.7 % of students understand the reading section, and 81.3 % of students understand the Structure and Written Expression section. Several problems affect learning TOEFL with Zoom and YouTube. Students have a problem with an internet connection. The other problems are internet quota, technical problems of the device (e.g battery, device dead suddenly, audio quality, device's video/audio, and others), device's type used, and surrounding conditions (e.g light conditions, sounds, or other disturbances). In the next learning system, 80.6 % of students agree that the next learning system implements face-to-face learning and still uses Zoom and YouTube Live Streaming.
UniKL STUDENTS’ PERCEPTION ON SYNCHRONOUS LEARNING USING ICT AS LEARNING TOOLS TO LEARN ENGLISH
Journal of critical reviews, 2020
Blended synchronous learning is not new and higher education is not exceptional. It has been used widely by teachers all over the world. However, recently, due to the Covid 19 pandemic, teachers and educators are forced to fully use synchronous learning and e-learning to continue teaching and learning process, including Universiti of Kuala Lumpur (UniKL). Nonetheless, it is important to know the students' perception on the use of ICT learning tools such as Zoom Cloud Meeting, Microsoft Teams and VLE as a medium to conduct synchronous learning. Therefore, the purpose of this study us to investigate the students' perception on synchronous learning using ICT tools to learn English. 250 students were selected to participate in this study. The findings indicate that students perceive online learning using ICT tools as beneficial. However, the students also believe that online synchronous learning is not as effective as traditional classes.
2021
This study was aimed to describing the lecturer and students’ perceptions toward synchronous and asynchronous in speaking learning. The subject of the study was the lecturer who taught speaking course in fifth semester and students in fifth semester of English Education at IAIN Palangka Raya. This study used descriptive qualitative method. The data were collected through instruments such as observation, interview and documentation. The data were analyzed using descriptive method. The technique of data analysis involved collecting the data, analyze the data, and interpret the data. For the data endorsement, it was used triangulation technique. The findings showed that the perceptions of lecturer and students toward synchronous and asynchronous in speaking learning showed that these methods very useful for them in the continuity of learning and teaching online activities, especially in speaking learning. The applications they used in synchronous method such as Zoom, Google Classroom, ...
EDUKATIF : JURNAL ILMU PENDIDIKAN
This study sought to understand students' perceptions on asynchronous learning implementations (Camtasia Studio and Google-Classroom) during Covid-19, to identify the benefits and drawbacks of these tools, and to assess how much students trusted this type of learning when it was used in a rural setting. 45 respondents from the English Education Study Program made up the study's subject. It happened in the second, fourth, sixth, and eighth semesters. This study used a qualitative descriptive design. The data was gathered via a questionnaire, open-ended questions, and interviews. The study's findings suggested that these platforms had encountered a number of difficulties. Limited internet connectivity, according to more than half of respondents, was one of the biggest obstacles to implementing asynchronous learning (Camtasia Studio and Google Classroom apps). Despite some limitations in their online course, Camtasia Studio and Google Classroom offer greater benefits. Many ...
English Review: Journal of English Education
The purposes of this research are to describe types, practices of Synchronous and Asynchronous learning and to explore the challenges faced by the lecturers at English Departments in South Kalimantan. The researchers employed mixed-methods sequential explanatory design which consist of two distinct phases, quantitative (numeric data) by using questionnaire followed by qualitative by using observation and interview in order to elaborate the results obtained from quantitative data. This research was undertaken in nine English Departments in South Kalimantan. The participants were 53 English lecturers who teach at those universities. The types of synchronous used by the lecturers were Text-based chat / Instant Messaging / Online Chat (WhatsApp), Web Conferencing / Virtual Classroom (Zoom and Google Meet), Whiteboards, Real-time and Non real time document sharing (Google documents). The asynchronous types were Email, WhatsApp Group, Google Classroom, YouTube Link, PDF Files, MS Words Fi...