Unit 3 Improving Teaching-Learning

Practices

Course Outcome:

Propose a classroom-based action research highlighting innovative approaches that

improve teaching-learning process

Unit 3 – Focus 1

Task: Conceptualizing a Classroom-Based Action

Research

Title: Challenges Encountered by the College of Education Students in the

Synchronous Learning during the COVID-19 pandemic.

Proponents:
Juliamie A. Burbano,
Jesyl D. Burgos,
Jhon Mark J. Caitor,
Ulysis J. Corpuz,
Angela Joy G. Cebe,
Princess F. Dela Pena

Rationale of the Action Research

The Philippine Education System has faced

Context and Rationale an unprecedented health crisis as the COVID-19

(Cite data that supports
the problem) virus has spread all over the world that greatly

affects the country. This pandemic has created a

massive disruption of the educational systems,

affecting over 1.5 billion students. It has challenged

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 the digital readiness of teachers and students all

over the world (Bao, 2020; Crawford et al., 2020;

Demuyakor, 2020; Händel et al., 2020;

International Association of Universities, 2020). In

order to mitigate the adverse impact of the

pandemic on education, the government has

launched a crisis response, which includes,

curriculum revisions, provision for technological

resources and infrastructure, shifts in the academic

calendar, and policies on instructional delivery and

assessment (Barrot et al., 2021). The sudden

impact of the COVID-19 pandemic has pushed

universities to provide students with online

teaching and learning settings that were both

immediately applicable and supportive of quality

learning. Alternative approaches in the form of

synchronous and asynchronous methods were

adopted to ensure continuity in teaching and

learning in this new norm of providing emergency

remote education.

The COVID-19 outbreak has led most

educators to using the synchronous approach to

cover teaching and learning in the higher education

context. We began to witness schools, teachers, and

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 students increasingly adopt e-learning technologies

that allow teachers to deliver instruction

interactively, share resources seamlessly, and

facilitate student collaboration and interaction

(Elaish et al., 2019; Garcia et al., 2018).

Synchronous learning is a form of online learning

that employs video conferencing and other

multimedia techniques to allow lecturers and

students to interact with each other at the same

time even if they are not at the same place. This

involves real-time interactions between the teacher

and the students (Singh & Thurman, 2019). The

main strengths of synchronous online learning are

the real-time interpersonal communication, the use

of natural language, and immediate feedback (Blau

et al., 2017). The advancement of online learning

technologies, such as audio, video, and text, has

allowed instant feedback and real-time interaction

between students, instructors and fellow students.

For students, learning experience, positive

outcomes, and the type of performance matter:

They acquire practical skills better when they are

taught in a synchronous online setting (Nsa et al.,

2012; Ogbonna et al., 2019). However, Synchronous

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 learning has its limitations despite the benefits of

live session, immediacy and real-time guidance and

feedback as students face various challenges during

synchronous session, which can be relate to

technical difficulties, availability of electronic

devices, and the like.

The researchers were motivated to conduct

this study to determine the challenges encountered

by students during synchronous classes, and how

they cope with these challenges. The study was

conducted at Bukidnon State University for

authentic and easier gathering of data. Bukidnon

State University, also known as BukSU, is a state

university located in Malaybalay City, Bukidnon,

Philippines. The school was formerly known as

Bukidnon State College. It is the only university in

the Province of Bukidnon that carries the name of

Bukidnon in its official name. The school envisioned

to become a premier institution of innovative and

ethical leaders for sustainable development. It aims

to develop competitive professionals who are

committed to build a sustainable life for all through

quality instruction, research, extension and

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 production. BukSU is continously molding students

with the possession of goals.

The efficacy of online learning has long been

acknowledged by the education community (Barrot,

2020, 2021; Cavanaugh et al., 2009; Kebritchi et

al., 2017; Tallent-Runnels et al., 2006; Wallace,

2003), however, evidence on the challenges in its

implementation continues to build up (e.g., Boelens

et al., 2017; Rasheed et al., 2020). As the COVID-19

pandemic started, Higher education institutions

(HEI)s, including BukSU, have adopted relevant

technologies, prepared learning and staff resources,

set systems and infrastructure, established new

teaching protocols, and make some adjustments to

their curricula. However, the transition was smooth

for some schools but rough for others, particularly

those from developing countries with limited

infrastructure (Pham & Nguyen, 2020; Simbulan,

2020). In today’s uncertainties, it is important to

gain a wide understanding on the online learning

experience of students in times of the COVID-19

pandemic. Thus, this study aims to determine the

challenges encountered by the College of Education

Students of BukSU in the Synchronous Learning

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 during the COVID-19 pandemic, and the coping

strategies they employ to overcome these

challenges. With this study, we will able to identify

the learning difficulties experience by the students

learning online, and determine how these

challenges affect their learning. The result of the

study could be used as a reference in making

necessary adjustments or revisions of the

curriculum in order to cater the needs of the

learners and address the learning issues of

students to improve the country’s quality of

education during COVID-19 crisis.

The purpose of this study is to determine the

Proposed intervention, specific challenges encountered by BukSU College

Innovation, Strategy
(Explain the intervention of Education students in synchronous learning
and cite literature that
supports/validate the during the COVID-19 pandemic. The researchers
strategy to be used)
also wanted to know the coping mechanisms of the

students to overcome these challenges.

In order to lessen the difficulties experience

by students brought by the shift of the learning set

up during this COVID-19 crisis, the researchers

suggested that Higher education institutions (HEI)s

should combine asynchronous and synchronous e-

learning for better educational outcomes. In a

6 |Experiential Learning Course 2: Field Study 2

 comparative study of asynchronous and

synchronous online learning, Hrastinski (2008)

suggested that asynchronous online learning is

beneficial to reflect on complicated tasks without

time constraints, while synchronous online

learning motivates participants to interact and to

participate with peers in their group work. Giesbers

et al. (2013) suggested that combining

asynchronous and synchronous e-learning would

optimize the learning experience. After utilizing

synchronous web videoconference and

asynchronous discussion forums, they found

positive associations between engagement in

asynchronous and synchronous communication.

Meanwhile, studies revealed that students acquire

practical skills better when they are taught in a

synchronous online setting (Nsa et al., 2012;

Ogbonna et al., 2019), whereas cognitive

achievement, such as producing meaningful and

thoughtful contributions, is greater in

asynchronous settings (Hrastinski, 2008; Garrison,

2011; Ogbonna et al., 2019). Active participation in

both synchronous and asynchronous online

learning opportunities has been found to result in

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 higher engagement and better academic outcomes

than attending face-to-face classes only (Northey et

al., 2015).

Action Research This study aims to determine the different

Questions
challenges encountered by BukSU College of

Education students in synchronous learning during

the COVID-19 pandemic, and their coping

mechanisms to overcome these challenges.

Specifically, this study seeks to answer the

following questions:

1. What are the challenges that BukSU College of

Education Students encountered in Synchronous

learning during COVID-19 pandemic?

2. What strategies did students use to overcome the

challenges?

Action Research Methods

Participants
The study will be conducted among 30

College of Education students of Bukidnon State

University, Fortich St., Malaybalay City, Bukidnon

Sur this academic year 2021-2022. These are

students who opted PDF Module via Google

Classroom/Google meet/Zoom, who likely

experience synchronous classes. Informed consent

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 will be sought from the participants prior to their

involvement. Before students will sign the informed

consent form, they will be oriented about the

objectives of the study and the extent of their

involvement. They will be briefed about the

confidentiality of information, their anonymity, and

their right to refuse to participate in the

investigation. Finally, the participants will be

informed that they would incur no additional cost

from their participation.

Sources of Data
Information The researchers concluded that all the data

gathered must be based on our chosen participants,

which are the 30 students of Bukidnon State

University, under the College of Education. A survey

questionnaire will be given to the students online

via google form to determine the challenges they

experienced in synchronous learning and the

coping strategies they employed to overcome these

challenges.

The data will be collected using a

Data Gathering
Methods retrospective self-report questionnaire. A self-report

questionnaire was considered appropriate because

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 the indicators relate to affective responses and

attitude (Araujo et al., 2017; Barrot, 2016; Spector,

1994). The questionnaire will be divided into three

sections: (1) participant’s personal information

section, (2) the rating scale section for the online

learning challenges, (3) the open-ended section for

the student’s coping strategies. The personal

information section asked about the students’

personal information (name, course, age, and sex).

The rating scale section contained 25 items that

relate to students’ self-regulation challenges,

technological literacy and competency challenges,

technological sufficiency challenges, student

isolation challenges, learning resource challenges,

and learning environment challenges. The Likert

scale uses 5 scores (i.e., 5–always, 4–often, 3–

sometimes, 2–rarely, 1–never) assigned to each of

the 25 items. Finally, the open-ended questions

asked about other challenges that students

experienced and the strategies that the participants

employed to overcome challenges during

synchronous learning.

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 Data Analysis To address the research questions, we will used

both quantitative and qualitative analyses. For the

quantitative analysis, the mean scores (M) and

standard deviations (SD) will be computed to

determine the level of challenges experienced by

students during synchronous learning. The mean

score for each descriptor will be interpreted using

the following scheme: 4.21-5.00 (always), 3.41-4.20

(often), 2.61-3.40 (sometimes), 1.81-2.60 (rarely),

1.00–1.80 (never). For the qualitative data,

responses in the open-ended questions will be

analyzed.

Action Research Work plan and Timelines

Pre-Implementation
November 16, 2021

-The researchers started brainstorming about the

research topic. The members had suggested topics

and came up with timely and relevant research

topic.

November 18, 2021

-Consultation of research topic and title

-The title, “Challenges Encountered by the College

of Education Students in the Synchronous Learning

during the COVID-19 pandemic” was approved by

the resource teacher.

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 December 2021
Implementation
Proper -The researchers started planning and working
with their study.

January 7, 2022

Post Implementation -The researchers finalize their research.

- The researchers submitted their CBAR for

checking.

Plans for Dissemination and Utilization

This study will benefit the stakeholders of Bukidnon State University as

the result could be useful in developing and enhancing the learning continuity

plans to mitigate the adverse impact of the COVID-19 pandemic. This study

would also provide students relevant information necessary to reflect on the

possible mechanisms that they may employ to overcome the challenges. These

are critical information necessary for effective policymaking, decision-making,

and future implementation of online learning. Lastly, the result of this study

would be beneficial for BukSU teachers in providing proper interventions to

address the challenges face by students.

References

1. Barrot, J.S., Llenares, I.I. & del Rosario, L.S. Students’ online learning challenges
during the pandemic and how they cope with them: The case of the Philippines. Educ
Inf Technol 26, 7321–7338 (2021). https://doi.org/10.1007/s10639-021-10589-x

2. Fabriz S, Mendzheritskaya J and Stehle S (2021) Impact of Synchronous and

Asynchronous Settings of Online Teaching and Learning in Higher Education on
Students’ Learning Experience During COVID-19. Front. Psychol. 12:733554. doi:
10.3389/fpsyg.2021.733554.

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 3. Charanjit Kaur Swaran Singh, Noor Alhusna Madzlan, Eng Tek Ong, Revathi
Gopal, Mazura Mastura Muhammad, Siti Shuhaida Shukor, Nor Azmi Mostafa,
Tarsame Singh Masa Singh and Mahendran Maniam (September 29th 2021). Using
Synchronous vs. Asynchronous Methods during the COVID-19 Pandemic in Malaysia:
Preservice and In-Service Teachers’ Perspectives [Online First], IntechOpen, DOI:
10.5772/intechopen.100219. Available from: https://www.intechopen.com/online-
first/78804

4. Lee YW, Dorasamy M, Bin Ahmad AA et al. Synchronous online learning during
movement control order in higher education institutions: a systematic review [version
2; peer review: 2 approved]. F1000Research 2021, 10:1056
(https://doi.org/10.12688/f1000research.73342.2)

5. 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

Instructor: Date:

____________________________ __________________________
Name & Signature

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