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College of Teacher Education|| Cagayan State University-Aparri

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Online or Offline: Pre service Teachers’ Narratives of Synchronous and Asynchronous

Learning Experiences during the COVID-19 Pandemic

An Undergraduate Student Research

COLLEGE OF TEACHER EDUCATION

CAGAYAN STATE UNIVERSITY
Aparri Campus

In Partial Fulfillment of the Requirements for the Subject

LANGUAGE RESEARCH 2
1st Semester, S.Y. 2021-2022

GISELLE S. DE LA CRUZ
ROCHELLE ANN G. SAGUIRRE

ABSTRACT

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The world experienced the Coronavirus (2019-nCoV) outbreak, which resulted in lockdowns
that compelled most schools and educational institutions to close. In this new standard of
providing emergency distant education, alternative ways in the form of synchronous and
asynchronous methods were implemented to provide continuity in teaching and learning.
This study purports to document and describe the experiences of educators in synchronous
and asynchronous learning situations and their preferences. Using narrative inquiry as its
design, students from the College of Teacher Education BSED English majors served as
respondents of the study.
KEYWORDS: Synchronous method, Asynchronous method, Pre-service teachers, Covid-
19
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Chapter 1
INTRODUCTION

COVID 19 outbreak has led most educators to using the blended synchronous approach
to cover teaching and learning in the higher education context. Most educators in higher
education have adopted a blended synchronous approach to teaching and learning [1].
Because they are unable to attend traditional face-to-face sessions at universities, the
mixed synchronous approach supports learning that allows students to interact online at
their own speed at multiple locations in learning. This barrier, however, does not hinder
or impede learning because knowledge sharing and cooperation continue to take place
[1]. Only a few studies have been conducted to demonstrate the benefits of the
synchronous strategy [2, 3].
Despite the COVID-19 pandemic outbreak, students at higher education institutions
(HEIs) were able to study online using ICT-supported teaching and learning.  The
benefits of online real-time presentation learning and comparison studies focused on the
effectiveness of online learning . Previous studies focused on students' achievement and
satisfaction in learning , but the benefits of online real-time presentation learning and
comparison studies focused on the effectiveness of online learning [6, 7]. Despite this,
there are few studies on asynchronous and synchronous learning in higher education
institutions.

Students in higher education institutions value both face-to-face and online teaching and
learning. Face-to-face classes were substituted by asynchronous and synchronous online
teaching and learning methods due to the pandemic outbreak, ensuring that education
continued. Synchronous learning is a type of online learning that uses video
conferencing and other multimedia techniques to allow lecturers and students to
communicate at the same time, even if they are not in the same location. As a result, it's
also known as "live" or "real-time" instruction.
Asynchronous learning is offline teaching and learning that allows students to learn on
their own without having to engage with others in real time. According to prior studies

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[8, 9], when these face-to-face and online teaching and learning modes are combined,
students profit more. According to Chen et al. [2,] combining face-to-face and offline
teaching modes allows HEI lecturers to come up with ground-breaking pedagogy to
improve educational learning experiences linked to ICT. When compared to face-to-face
lectures, however, incorporating both asynchronous and synchronous learning raises a
slew of contentious difficulties.
The Community of Inquiry (CoI) framework suggested by Garrison et al. [10] is used to
guide this research. Students' experiences in asynchronous and synchronous online
teaching and learning are represented by the CoI framework. Students are regarded as an
educational CoI who interact and engage in meaningful and purposeful critical debate in
order to reflect on and create mastery of learning. At the intersection of teaching, social,
and cognitive events, meaningful educational experiences emerge. From the three
primary components of social, cognitive, and teaching presence, the CoI framework
depicts a process of producing constructive and meaningful learning experiences.
Addressing this study, this research paper is to look for the experiences of education in
synchronous and asynchronous learning situations and the preferences of the students in
learning. It required a descriptive approach and a qualitative design research. The
participants were 30 English majors’ student at College of Teacher Education, Cagayan
State University Aparri Campus. To obtain the requisite data, an online survey was used,
which was then subject to content analysis.

RESEARCH QUESTIONS

This study aimed to know the experiences of educators in synchronous and

asynchronous learning situations and the preference of English students in learning.

Specifically, this study sought to find answers on the following questions:

1. What are the experiences of educators in asynchronous or synchronous

learning situations?
2. Which method is most preferred by the students?
3. What are the students' views about the effectiveness of instruction by teachers
in asynchronous or synchronous learning

THEORETICAL FRAMEWORK

include a theoretical framework here on synchronous and asynchronous

engagement.

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SCOPE AND DELIMITATION OF THE STUDY

This research study intentionally purported to describe the experiences of

students in synchronous and asynchronous learning situations and the student’s
preference in learning. The study was limited to the responses of the students on their
experiences and preferences in teaching and learning thru synchronous and
asynchronous from the key informants purposively selected at the College of Teacher
Education, Cagayan State University Aparri Campus.

DEFINITION OF TERMS

The following are terms used in the study operationally defined to the purpose of
clarification and guidance.

● Synchronous Method - defined as a one-to-one encounter between teacher and

student. It is collaborative, location-based and time-based, with students
interacting either in real-time classroom discussions or in an online format
through videoconferencing, live chat or phone calls. It fosters active
participation and interactive discussions.
● Asynchronous Method - allows students to view instructional materials each
week at any time they choose and does not include a live video lecture
component.
● Pre-service Teachers - Students trained from higher education institutions to
become professional teachers.
● COVID-19 - Coronavirus Disease developed 2019.

define other key variables here.

REVIEW OF RELATED LITERATURE

Synchronous and Asynchronous Learning

Online learning due to the use of advanced and sensitive tools enables the e-learners to apply
those tools which are adapt to their individual preferences. This (personalized the learning
environment) is a process that any modern educational theories have emphasized on it.
Today, the preferred learning style is as one of the most important criteria for recognizing any
individual differences in learning process which have been considered for adaptability.
Sabine Graf (2007) has mentioned this as a necessity and stated that adaptability includes all
facilities to customize the system for the needs of the educational institutions (Graf, 2007).

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Methods of providing e-content in an online classroom, instructors, learners, interactive tools,

modes of interaction and many other factors in online learning modes are classified into two
modes including synchronous and asynchronous e-learning. This part focuses on the
mentioned modes and some concerned issues.
Synchronous e-learning have been expanded due to proven demands in various eras such as
education. In the online educational environment, there is no physical meeting. Synchronous
and Asynchronous learning tools, such as threaded discussions, instant messaging and blogs,
play an important role in humanizing online courses by replicating the classroom experience
of information exchange and social construct, not just between learners and instructors but
among the learners as well.
People might just know it by reference to a particular vendor, tool or software program that
enables the creation and delivery of synchronous e-Learning. Synchronous e-learning is live,
real-time (and usually scheduled), facilitated instruction and learning-oriented interaction.
In this type of learning, learning experiences are live and real-time. The roots of synchronous
e-learning are derived from three main influences: the classroom, the media, and the
conference (Clark et al., 2007).
Several researchers provide a comprehensive definition of the synchronous e-learning which
is unanimous and it must include two components. They are interactions and time. Khan
(2006) on the basis of these components defines Synchronous e-learning as “Interact of
participants with an instructor via the Web in real time” (Khan, 2006).
Asynchronous online learning is defined variously due to some components, its nature and
facilities that are common in some characteristics. On the other hand, one of the popular
definitions that focus on the components of asynchronous e-learning introduced it as “an
interactive learning community that is not limited by time, place or the constraints of a
classroom”(Mayadas, 1997).
Asynchronous e-learning is similar to synchronous e-learning which is a learner-centred
process which uses online learning resources to facilitate information sharing regardless of
the constraints of time and place among a network of people. Asynchronous e-learning takes
advantage of computer-mediated communication (CMC) to achieve the promises of learning
“anytime and anywhere” through asynchronous online discussions. Asynchronous e-learning
is on the basis of constructivist theory, a learner-centred approach that emphasize on the
importance of peer-to-peer interactions. This approach combines self-study with
asynchronous interactions to promote learning, and it can be used to facilitate learning in
traditional on-campus or regular education, distance education and continuing education. This
combined network of learners and the electronic network in which they communicate are
referred to as an asynchronous e-learning network.
The conditions and factors driving the Asynchronous e-learning are different so, this method
is defined by another component. Khan (2006) on the basis of these components mentioned
that “Asynchronous learning refers to instruction that is not constrained by geography or
time” (Khan, 2005).
Asynchronous E-Learning
An asynchronous mode of learning/teaching has been the most prevalent form of online teaching so
far because of its flexible modus operandi (Hrastinski, 2008). Asynchronous environments provide
students with readily available material in the form of audio/video lectures, handouts, articles and

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power point presentations. This material is accessible anytime anywhere via Learning Management
System (LMS) or other channels of the sort. LMS is a set of tools that houses course content and
provides a framework for communication between students and teachers like a classroom. Other terms
sometimes used instead of LMS are Course Management System (CMS) and Virtual Learning
Environment (VLE). CMS is comparatively an older term and its usage is less common today as it
implies basic management of course content, while LMS indicates the system that supports the
learning process. The term VLE also implies the support of the learning process, but it is more
frequently used to describe systems that support blended learning environment (Watson, Gemin, Ryan
& Wicks, 2009). Some institutions develop their own LMS; others either utilize an open source or
purchase an LMS. The case study in this paper, Virtual University of Pakistan, has developed its own
LMS to provide a virtual learning environment to students.
Asynchronous e-learning is the most adopted method for online education (Parsad & Lewis, 2008)
because learners are not time bound and can respond at their leisure. The opportunity of delayed
response allows them to use their higher order learning skills as they can keep thinking about a
problem for an extended time period and may develop divergent thinking. The spontaneity of
expression is replaced by a constructed response. Therefore, asynchronous space leads to a self-
paced, independent, student-centered learning (Murphy, Rodríguez-Manzanares & Barbour, 2011).
Hence, asynchronous e-learning can scaffold students’ previous knowledge with new concepts (Lin,
Hong & Lawrenz, 2012). Less reliance on memory and notes and more opportunity of discussions
with peer groups help build critical thinking and deep learning (Huang & Hsiao, 2012). Shyness is
reduced due to the distance mode, which alleviates the fear of the teacher. As there is less pressure
than a real time encounter, the affective filter remains low and learners can respond more innovatively
and creatively. The chances of getting irritated by technological problems—like low speed and non-
connectivity—are the least, as ample time to attempt e-tivities is available.
Asynchronous e-learning can be challenging as only a carefully devised set of strategies can keep
students engaged and interested in this sort of learning environment to facilitate motivation,
confidence, participation, problem solving, analytical and higher order thinking skills. Moreover, it is
a self-paced system in which the students have to be self-disciplined to keep themselves active as well
as interactive to keep track of e-tivities. Whereas discussions on forums and blogs can keep them
active, going off topics can also distract them. Delayed feedback can be another frustrating factor
(Huang & Hsiao, 2012). Moreover, there are insufficient opportunities for socializing and students
have to look for ways of networking themselves.
Synchronous E-Learning
Synchronous e-learning, on the other hand, refers to learning/teaching that takes place simultaneously
via an electronic mode. Synchronous voice or text chat rooms provide an opportunity of teacher-
student and student-student interaction. Apart from chat, video-conferencing facilitates face-to-face
communication. Web conferences through surveys, polls and question-answer sessions can turn out to
be more interactive than video conferencing.
Synchronous mode instills a sense of community through collaborative learning (Teng, Chen,
Kinshuk & Leo, 2012; Asoodar, Atai, Vaezi & Marandi, 2014). A synchronous virtual classroom is a
place for instructors and students to interact and collaborate in real time. Using webcams and class
discussion features, it resembles the traditional classroom, except that all participants access it
remotely via the Internet. Lessons can be recorded and added to an e-library. Using the archived e-
library, students can access and replay teacher’s lectures as many times as necessary to master the
material. Direct interaction with teachers and students in real time is very much like a traditional face-
to-face classroom, rather better, as distance is no more a barrier and by connectivity via the Internet
no time is wasted in traveling. etc. Synchronous sessions can result in high levels of motivation to
stay engaged in e-tivities due to teacher and class-fellows presence (Yamagata-Lynch, 2014). Instant
feedback and answers can help students resolve any problems they encounter in learning. Facial
expressions and tones of voice can aid them to have the human feel at a broader spectrum and lead to
global interaction without much cost.
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Some of the challenges of synchronous education can be the need of the availability of students at a
given time and the necessary availability of a good bandwidth Internet. Participants can feel frustrated
and thwarted due to technical problems. In addition, a carefully devised instructional design is
required as pedagogy is more important than technologically facilitated media. For example, Murphy
et al. (2011) consider synchronous mode more teacher-oriented. Special e-tivities need to be created
to broaden the scope of synchronous communication from a lecture or teacher-student discussion
only.

Chapter II
RESEARCH METHODOLOGY

Research Design
The qualitative research design was used in this research. Qualitative research is used to
understand how people experienced the world. While there are many approaches to
qualitative research, they tend to be flexible and focus on retaining rich meaning when
interpreting data. It involves collecting and analyzing non-numerical data (e.g. text,
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video, or audio) to understand concepts, opinions or experiences. It can be used to

gather in-depth insights into a problem or generate new ideas for research (Bhandari,
2020).
Narrative Inquiry is the method used in this study. Narrative Inquiry is a way
of understanding and inquiring into experience through “collaboration between
researcher and participants, over time, in a place or series of places, and in social
interaction with milieus” (Clandinin & Connelly, 2000, p. 20).

Respondents of the study.

The respondents of the study are students of College of Teacher Education at Cagayan
State University Aparri, Maura, Aparri Cagayan with the degree course of BSED
English. A total of ___ respondents was utilized in the study.
The respondents were recruited through purposive sampling accounting. Patton
(1990) proposes that purposive sampling allows the researcher to select subjects based
on some characteristics.
Locale of the study
This study was conducted at the College of Teacher Education (CTE) of the
Cagayan State University, Maura Aparri, Cagayan for the school year 2021-2022.
Cagayan State University-Aparri is one of the campuses of Cagayan State University
located 2-3 kilometre east of the town proper.

Data Gathering Instrument

Narrative inquiry was the main tool used to gather data. In an effort to collect
data on the participant that may not surface from their own cognitive process, series
of semi-structured questions were used during interviews.
Casual conversations conducted through video chats and recorded phoned-in
interviews was carried out through group chats since Kemper (1984) suggests that the
participants’ cognitive repertoire is part of the narrative process and they do not need
to be taught how to tell their stories. This method ensures that there will always be a
“balance between the need for allowing [the participant] sufficient narrative space to
articulate [his/her] experience and the need for information that is of interest to the
researcher” (Tsang, Irving, Alaggia, Cahu, & Benjamin, 2003, p. 365).

Data Gathering Procedure

Upon approval of the undergraduate research proposal, a letter of request to
conduct the study will first be sent to the Dean of the College of Teacher Education.
Upon grant of said request, the purposefully determined participant will be furnished
with the same copy to elicit data. The participants shall also be given written
instructions and be notified of their voluntary participation in the research and their
right to refusal. From this, an informed consent shall be given to them disclosing them
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of the study’s descriptions, intent, and confidentiality agreements. Participants will be

asked to sign the informed consent form before survey-questionnaire will be
conducted. In depth interviews in three different rounds that last for forty-five (45)
minutes each at the most convenient time and day set by the participants shall be
conducted. From the interviews recorded, they shall be transcribed, coded and
interpreted.
To ensure trustworthiness in place of validity and reliability, right after the
transcription of all the data, the researcher sent a preliminary report to the participants
so they could check if their data analysis, interpretation of findings are correct.
Participants through the member checking have the right to recommend changes in
the report if they notice questionable findings or interpretation.
Similarly, to ensure triangulation,

Data Analysis

The researcher recorded all video, audio, texts responses and interviews from
the participants. The transcripts were soon lifted and were read several times to
understand the data collected and to highlight relevant key concepts. After initial
immersion, the following steps under Moustakas’ structured method of inductive data
analysis were followed. The process of data explicitation used in this study was
replicated from the analysis performed by Hall, et.al in their qualitative
phenomenological exploration study of the lived experiences of teachers on nutrition
education in 2016.

“First, horizonation was performed by giving equal value and importance to each
statement and coding it with a descriptive label. Next, the reduction and elimination
of statements that were not a horizon of the experience were performed to determine
the invariant constituents of the experience. This process involved asking whether the
statement contained a moment that was necessary for understanding the experience
and whether it could be abstracted and labeled. Third, clustering was performed to
group related constituents together, and each category was given a thematic label.
Initial coding resulted in twenty-two categories of invariant constituents of the
experience. This step was repeated several times to further group and reduce
categories until all constituents were clustered and reduced into seven core themes of
the experience. Lastly, the final identification of these themes was performed by
rereading the complete transcripts to verify that the theme and accompanying
invariant constituents were explicitly expressed and compatible with the participants'
words. These themes were used to construct the individual and overall essence of the
experience. Themes are presented within the text.”

Chapter III
RESULTS AND DISCUSSION

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Aligned with the foregoing research problems framed with semi-structured interview
questions, several themes emerged from this research:

Chapter IV
SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary

Conclusion

Recommendations

REFERENCES

Sabine Graf (2007), (Clark et al., 2007), (Khan, 2006) (Mayadas, 1997), (Watson, Gemin,
Ryan & Wicks, 2009) (Parsad & Lewis, 2008), (Murphy, Rodríguez-Manzanares & Barbour,
2011), (Huang & Hsiao, 2012) (Teng, Chen, Kinshuk & Leo, 2012; Asoodar, Atai, Vaezi &
Marandi, 2014) (Yamagata-Lynch, 2014), Murphy et al. (2011)

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