Child & Youth Services

ISSN: (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/wcys20

Synchronous vs. Asynchronous: Photovoice Study

on Indonesian Youth’s Online Learning Experience

Beatriks Novianti Bunga, Apris A. Adu, Yeni Damayanti, Theodora

Takalapeta, Shela Ch. Pello & Indra Yohanes Kiling

To cite this article: Beatriks Novianti Bunga, Apris A. Adu, Yeni Damayanti, Theodora Takalapeta,
Shela Ch. Pello & Indra Yohanes Kiling (2021): Synchronous vs. Asynchronous: Photovoice
Study on Indonesian Youth’s Online Learning Experience, Child & Youth Services, DOI:
10.1080/0145935X.2021.1901572

To link to this article: https://doi.org/10.1080/0145935X.2021.1901572

Published online: 31 Mar 2021.

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CHILD & YOUTH SERVICES
https://doi.org/10.1080/0145935X.2021.1901572

Synchronous vs. Asynchronous: Photovoice Study on

Indonesian Youth’s Online Learning Experience
Beatriks Novianti Bungaa, Apris A. Adub, Yeni Damayantic,
Theodora Takalapetac, Shela Ch. Pelloc, and Indra Yohanes Kilingc
a
Department of Early Childhood Education Teachers Training, Universitas Nusa Cendana, Kupang,
Indonesia; bDepartment of Public Health, Universitas Nusa Cendana, Kupang, Indonesia;
c
Department of Psychology, Universitas Nusa Cendana, Kupang, Indonesia

ABSTRACT KEYWORDS
Since March 2020, the coronavirus disease has spread in Indonesia; online learning;
Indonesia and affected many sectors of youth’s life including photovoice; youth
education. Indonesia takes measures of distance learning to
adapt to the pandemic, focusing on learning through digital
media. Implementation of online learning in Indonesia has
varying results, causing youth living in under-developed areas
to be exposed to poor distance learning due to inadequate
internet connection. This study examined how youth in the
under-developed area of Indonesia experience online learning.
14 young people living in Kupang City, West Timor partici-
pated in photovoice and interview sessions. Thematic analysis
identified three themes, which are the benefits and challenges
of online learning, synchronous versus asynchronous learning,
and the future of online learning. The use of photovoice man-
aged to capture details of online learning implementation on
youth and its implications are detailed further in this study.

Introduction
Ever since the spread of coronavirus disease (COVID-19), billions of
human life has been in jeopardy, including young people. Young people
(15 24 years old) account for 15.5% (1.2 billion) of the population in the
world and around a quarter of the Indonesian population (65 million)
(Goodwin & Martam, 2014; United Nations, 2020). These young people are
currently threatened with various risk factors caused by the COVID-19
pandemic, namely anxiety and other mental health issues (UNFPA, 2020),
termination of employment and unemployment (Blustein et al., 2020;
Dzulkifar, 2020), have parents losing their job (Pangestika, 2020), and poor
distance education due to poor internet connection (Cahya, 2020;
Doyum
gaç et al., 2020; Pangestika, 2020). Poor distance education in par-
ticular is endangering young people living in under-developed areas of

CONTACT Indra Kiling indra.kiling@staf.undana.ac.id Department of Psychology, Universitas Nusa

Cendana, Kupang, Indonesia.
ß 2021 Taylor & Francis Group, LLC
2 B. N. BUNGA ET AL.

Indonesia, due to limited infrastructures that restricting them from study-

ing through online and distance learning systems (Cahya, 2020).
Various other factors have influenced the transition from traditional
classroom learning or offline learning to online learning in Indonesia. The
majority of teachers and lecturers in Indonesia have little to no experience
in online learning, and their fear of technology has further hampered the
progress of online learning (Lie, 2020). The gap of age between teachers
and students affected their abilities to adapt to new learning applications
and tools, affecting the learning process in a negative way (Arsana, 2020).
The alternative form of distance learning, door-to-door teacher, is not feas-
ible in most of Indonesia due to heavy costs and poor infrastructure (Anya,
2020). Parents have also sounded their concern, online learning puts them
in dilemma between helping their children in learning online and working
to fund the increasing costs of education, due to the constant need for the
internet (Syakriah, 2020).
Speeding the transition to online learning require solutions tailored spe-
cifically to the contextual needs of students. This can be achieved when
policymakers in education understand the experience of students when
studying with an online learning system. To date, no research has explored
the experience of youth in online learning during the COVID-19 pandemic.
The research question in this study is “how youth experience online learn-
ing in the COVID-19 pandemic?” This study aimed to explore the experi-
ence of online learning on youth living in an under-developed area in
Indonesia. The result of this study might inform not only policymakers
and practitioners in Indonesia but also stakeholders in other simi-
lar settings.

Methods
Research settings
This study took place in Kupang City, the capital city of East Nusa
Tenggara province, Indonesia. East Nusa Tenggara is one of the provinces
located in the eastern part of Indonesia. This province had consistently
ranked in the bottom three human development index ranking when com-
pared to other provinces in the last decade (2010 2019) (Badan Pusat
Statistik, 2020; Kiling, 2018). Timor is one of the islands in East Nusa
Tenggara that is divided into East Timor which is now known as Timor
Leste and West Timor that belongs to East Nusa Tenggara. Youth in this
region are threatened with risk factors hampering their well-being such as
poverty, human trafficking, and limited access to services (Kiling & Kiling-
Bunga, 2020; Kiling et al., 2019).
 CHILD & YOUTH SERVICES 3

Table 1. Demographic data of participants.

Age Parents income
Pseudonym (years old) Gender Religion Occupation (per day in $US)
Amy 19 Female Protestantism Undergraduate student $1.12
Adelaide 19 Male Protestantism Undergraduate student $12.32
Cheryl 18 Female Protestantism Undergraduate student $4.5
Vanny 19 Female Protestantism Undergraduate student $11.2
Karen 19 Female Protestantism Undergraduate student $9
Natalia 20 Female Protestantism Undergraduate student $4.5
Inggrid 20 Female Protestantism Undergraduate student $4.5
Sandy 19 Female Protestantism Undergraduate student $5.6
Sophee 19 Female Catholic Undergraduate student $4.5
Claire 19 Female Protestantism Undergraduate student $4.5
Sherly 19 Female Protestantism Undergraduate student $4.5
John 19 Male Catholic Undergraduate student $4.5
Anna 20 Female Protestantism Undergraduate student $8.96
Eva 19 Female Protestantism Undergraduate student $5.6

Study design and participants

This is a qualitative study that used a slightly modified photovoice and also
interviews as the tools for collecting data. Unlike the original photovoice
(Wang & Burris, 1997), photos in this study were captured independently
by participants and discussed in interview sessions (without focus groups
like the original photovoice method) to get narratives that were used as pri-
mary data. This particular method has been used before to collect data on
vulnerable communities in West Timor (Kiling et al., 2019). A total of 14
youth (aged between 15 and 24 years old) participated in the study.
Participants were recruited using purposeful sampling using three main cri-
teria: (a) must reside in West Timor, (b) aged between 15 and 24 years old,
and (c) have experience in online learning. The authors agreed to stop tak-
ing more data after the 14th participant due to the reach of data saturation.
Table 1 provides detailed demographic data on participants as seen below.
Three persons chose to not participate due to reasons of busy with
other activities.

Research team
All (five) authors have a lecturer as their main occupation during the time
of the study. Three authors (first, third, and fourth) arenatives of Kupang
City, West Timor. They speak Bahasa Indonesia and Kupang-Malay creole
fluently. The first author has a master degree and worked in the education
department. The last author completed his doctoral degree in psychology
while also working in the department of psychology at his university. The
other three authors have a master degree and worked in the psychology
department. The first and last authors have extensive experience in con-
ducting qualitative research, while the other three authors have minimum
experience. The last author has completed several photovoice studies during
4 B. N. BUNGA ET AL.

his doctoral study period and also during his time as a lecturer. Both
research assistants are natives of Kupang City and can use Bahasa
Indonesia and Kupang-Malay creole with ease. They are currently under-
graduate students majoring in psychology. They have experience with pho-
tovoice study and have also been trained in qualitative methodology by the
last author.

Research stages
This study was done during the period of large scale social distancing in
Indonesia, from April 2020 to August 2020 (Sutrisno, 2020). The trust-
worthiness of the study was improved by keeping an audit trail and a diary
that records the overall processes and reflections that occurred in the study.
Potential participants were firstly identified by the authors assisted by the
research assistants. These potential participants were asked for consent to
participate in the study and consent to use photos in the study article after
receiving full information on the study and its purposes. Participants were
asked to take photos related to the study topics, which is an online learning
experience. The instruction for participants was “Please take photos that
are relevant and can be used to explain your experience in online learning”.
The duration of photography agreed by participants and the authors was
seven days. All participants used their phone cameras to obtain pictures in
this study. Photos were then discussed by participants and the research
team in online interviews using an online meeting application. The main
question asked on each photo was “Why you took this picture and what it
means to you?” Both research assistants acted as interviewers while the
authors acted as field note keepers and also provide the technical support
needed. Bahasa Indonesia and Kupang-Malay creole were used in the inter-
views. The conversations were recorded using the recording feature avail-
able with the online meeting application. Averagely the interview duration
was around 17 minutes, and participants averagely capture two photos.
Some follow-up inquiries to participants were made using video calls when
additional data is needed.

Analysis
An inductive thematic analysis often used in qualitative studies was com-
pleted to analyze the gathered data (Braun & Clarke, 2006). Firstly, research
assistants transcribed every interview immediately after the session was
over. The first 10 available transcripts were coded by the second, third, and
fourth authors. These codes were further checked by the first and last
authors. Next, the codes were checked its consistency with the last four
 CHILD & YOUTH SERVICES 5

transcriptions by the first and last author. The cross-checked codes then
are organized and extracted into themes by the first and last authors. This
theme formulation process was done manually without using a qualitative
research application. These themes subsequently were discussed with all the
authors and research assistants. Themes were also given feedback by partic-
ipants to confirm whether the themes correctly reflect their experience
(member checking). Investigator triangulation was made between all six
authors to maintain the credibility of the data. The first author drafted the
manuscript with assistance from other authors. The Consolidated Criteria
for Reporting Qualitative Research (COREQ) checklist (Tong et al., 2007)
was used as a guide to producing the manuscript.

Results
Three themes resulted from inductive thematic analysis, they are the benefits
and challenges of online learning, synchronous versus asynchronous learning,
and the future of online learning.

Benefits and challenges of online learning

This theme covers perceptions on both benefits and issues and/or challenges of
online learning. Some comparisons on online and offline learning were also
described in this theme. All participants said that online learning is a new
experience for them in the university. Previously they attended conventional
classes which are offline. This new experience draws various perceptions and
responses from participants. For participants who favor online learning, cited
that studying through online media requires minimum physical effort, were
more relaxed compared to offline classes, no transportation fees, less boring
than offline classes, less preparation before attending class, and the most
important benefit is online learning protected them from the risks of contract-
ing COVID-19. Additionally, the positive impacts of online learning cited by
participants were including ease to use, supports a live discussion that resem-
bling an offline class environment, requires less reading before and after classes,
and provides time to browse references while listening to the lecture.
Hmm, online learning is really convenient for me. I don’t have to go to campus,
usually, when I arrived in class (offline), I got a bit tired sometimes. And also I don’t
have to expend money on transportation. It is also way more relaxed, once I mute
the video and microphone, I can attend class while lying down and maybe eating
snacks. (Inggrid)

COVID-19 pandemic has negatively affected the economy all over the
world, making cost-effective education is needed to ensure equity in
6 B. N. BUNGA ET AL.

Figure 1. Picture of blank paper, resembling that online learning is mainly paperless, improving
cost-effectiveness (Sophee).

education access. Online learning in some wayf was considered cost-effect-

ive as pictured in Figure 1 and quoted below.
Because of online learning, all assignments were submitted online. We no longer
have to print the assignments. Now we only send it through email to our lecturers.
Therefore, it is really, emm reducing, the use of paper, and also the cost of printing
and binding the papers. It helped us also help to preserve the environment
simultaneously. (Sophee)

Living in an under-developed region of Indonesia, the youth of West

Timor encountered many problems in online learning. Since it is a new
learning method, some participants stated that they struggled to adapt
because they were used to offline classes and expected that the offline
classes to be resumed anytime soon. Another major disadvantage of online
learning is the cost of internet data needed for every online classroom
using online meeting applications is relatively high for young people in
West Timor. Other challenges were mostly technical, such as poor internet
signal, no Wi-Fi access, errors in laptops and/or other gadgets, and even
electricity blackout.
The challenge is the internet signal. I don’t get an adequate internet signal around
my house. Well, I think most other students experienced the same problem too. It’s
really annoying. I often late to get in online classes, and can’t properly learn because
 CHILD & YOUTH SERVICES 7

Figure 2. Picture of an online meeting application sign-in menu used to express the preference
for synchronous learning (Sandy).

the reception was so bad. Sometimes my parents shared their internet quota through
hotspot access. (Cheryl)

Synchronous versus asynchronous learning

Positive and negative aspects of synchronous and asynchronous learning
served as a basis for comparison between the two online learning methods
in this theme. The experience of participants on online learning can also be
divided into experience in synchronous learning which emphasizes the use
of web conferencing tools to facilitate the learning process at the same
time, and asynchronous learning which focuses on learning processes that
do not happen at the same time. Participants mentioned that synchronous
learning is conducted mostly by the use of online meeting applications, and
also messaging applications. Asynchronous learning mostly used a learning
management system (LMS) managed by their university, and also a free
LSM that is quite popular in the youth because of its user-friendly features.
Synchronous learning was preferred by some participants due to its practi-
cality and interactive elements. Figure 2 and a quote from Sandy used to
express this.
I can learn many new things since online learning began. I can search and browse for
more learning materials. More assignments given made us look more for references that
8 B. N. BUNGA ET AL.

are relevant to the assignment. Also this online application, I am comfortable learning
with it. There is also a messaging application, but it is more complicated, so this one is
better. (Sandy)

Meanwhile, synchronous learning also has a major challenge that was

mentioned by participants, that it requires a lot of data while also very
dependent on the quality of signal reception. Participants argued that syn-
chronous learning burdened students particularly students who have to
return to their homes in villages around West Timor and East Nusa
Tenggara. They have to return home to reduce the cost of boarding houses,
but it also means that they will have far worse signal reception to attend
synchronous classes.
Internet signal reception brings problems to learning by video call, like using an
online meeting application. So when the lecturer is explaining something, poor
reception made me unable to understand clearly because there were some missing
parts from the lectures. I think this is worse for my friends that live outside of
Kupang City, in villages like that. Their reception must be worse, that if they even
got a signal. (Sophee)

Meanwhile, asynchronous learning proved to be more favorable to young

people who are more passive in offline classes. Participants admitted that
asynchronous learning provides the chance to be more active through asyn-
chronous discussion. Most importantly, compared to synchronous, asyn-
chronous learning felt to be more cost-effective since it does not use as
much data as synchronous learning. Figure 3 and the quotation below used
to better describe this.
For me, asynchronous learning helped me. It’s like this, to be honest, I am not a
confident student when in offline class. I mostly quiet and rarely sound out my
opinions. When in asynchronous learning, I felt much motivated to become more
active. At least I don’t have to listen to my voice, and people won’t look at me
much. (Amy)

Asynchronous learning however has its flaws. Participants in this study

mentioned that the LMS of their university was not effective to be used in
learning since it has shown many technical breakdowns, such as server
down due to crowded numbers of users which occurred almost every time
they had class. This LMS also was far less user-friendly to students, requires
them to learn a lot of new features without any available guidelines. The
other problem students had with asynchronous learning was that it requires
more reading activities compared to synchronous and offline learning.

Future of online learning

This theme focuses on participants’ long-term and short-term ideas on how
to improve the experience of online learning. To improve online learning
 CHILD & YOUTH SERVICES 9

Figure 3. Picture of a university-managed learning management system used to express a

favorable opinion on asynchronous learning (Amy).

uses in the future, participants suggested that more support on free internet
quota and/or Wi-Fi is needed. The available support from the government
and university was felt to be not adequate to help them attend online learn-
ing successfully. Figure 4 below is used to describe this phenomenon.
Online learning depends so much on data, that’s why I think we students need Wi-
Fi and internet data. I am lucky because my family has access to Wi-Fi that can
support our activities. I wonder if next semester there will be a better help for
students who don’t have access to quality internet. (Karen)

For short-term solutions, some participants admitted that they tried to

help their friends with limited access. They tried to help by finding referen-
ces and reading materials for friends in need, they also often help friends
without access to data to send assignments through email. Another support
they provide was forming a learning group that gathers in their Wi-Fi-
supported house.

Discussion
Through the use of qualitative methods, this study has identified several
significant themes related to the experience of young people in West Timor
in online learning during the COVID-19 pandemic. The benefits and chal-
lenges of the online learning theme explained the plus and minus of online
learning in general. The second theme, synchronous versus asynchronous
learning, elaborated more on details of preferences and comparisons
between the two online learning approaches. The third theme, future of
online learning focused more on the needs and solutions to improve online
10 B. N. BUNGA ET AL.

Figure 4. Picture of a Wi-Fi router used to describe the need for access to free data and/or Wi-
Fi (Karen).

learning in the future. When the large scale social distancing policy was
applied in Indonesia, young people in West Timor were forced to continue
their education with the use of online learning (Cahya, 2020; Pangestika,
2020). Some of these young people admitted that online learning has the
advantages of convenience, cost-efficient in some ways, and most import-
antly, much safer during the pandemic. However, online learning is also
deemed to be costly especially in synchronous learning, and also technically
ineffective to be used in areas with limited technology infrastructures like
West Timor. These issues are relevant even in metropolitan areas like
Jakarta (the capital city of Indonesia) (Angdhiri, 2020) as well as other
countries like Bangladesh (Islam et al., 2020; Mamun et al., 2020), Zambia
(Mulenga & Marban, 2020), Turkey (Doyum
gaç et al., 2020; Tanhan,
2020), and China (Bao, 2020; Demuyakor, 2020). However, various studies
aforementioned also highlighted that both teachers and students are never-
theless ready to do online learning during this pandemic, underlining that
they need support in dealing with the challenges they experienced.
Synchronous and asynchronous learning has been implemented in West
Timor, and young people felt that each approach has its positives and neg-
atives. Meanwhile, in universities in developed countries like the United
States, the synchronous learning approach was often more preferred than
an asynchronous learning approach. This, however, has resulted in students
 CHILD & YOUTH SERVICES 11

perceiving their education as worsening, resulting in burnout and decreased

retention and engagement in learning material (Chen et al., 2020).
Similarly, students in Indonesia also showed a loss of interest to study
through online learning over time (Rasmitadila et al., 2020). Education and
technology stakeholders need to develop an online learning system that
blends both synchronous and asynchronous learning so that teachers and
students might get advantages of both learning approaches while minimiz-
ing each approach’s disadvantages (Henriksen et al., 2020). Training for
teachers in this particular system is also needed to equip the teachers with
the necessary knowledge and skills (Toquero, 2020). This will need high
investment of resources, and considering that online learning will stay until
an unforeseen time, it is a necessary and vital investment for young people
and children’s education.
Another urgent improvement needed for online learning implementation is
providing better access to the internet. This is however proved difficult to real-
ized immediately due to the shrink of the Indonesian economic state and the
fact that Indonesia is an archipelago nation, hampering the equal distribution
of infrastructures (Sutarsa et al., 2020). Several alternatives to online learning
such as door-to-door teachers, and peer learning groups might have worked
for the short term, but policymakers must not depend solely on the resilience
of young people in under-developed areas. They have to take responsibility to
deliver equal access to online education to ensure all young people across
Indonesia get the necessary skills and knowledge to survive in this mod-
ern world.

Limitations
This study is not without limitations. The lack of prolonged and direct
engagement with participants could possibly limiting the data obtained.
The lack of details in photo-taking instructions might also result in less
variation of photos taken by participants. Future studies might consider
extending the engagement with participants and also providing more
detailed instructions to ensure a richer variety of data. Another limitation
is that almost all participants in this study have good access to the internet
to support their online learning. Another study is needed to focus on the
experience of the most vulnerable youth in online learning.

Conclusion
Online learning is suddenly being applied all over the world, including
West Timor, Indonesia. Several issues have arisen related to this, pressuring
policymakers to react soon. The application of the synchronous learning
approach needs to be balanced with asynchronous learning. Technology
12 B. N. BUNGA ET AL.

infrastructures are scarce in under-developed areas, and because of that,

the cost for internet data there is significantly higher. Favorable policies are
desperately needed to support these vulnerable young people. The govern-
ment and other stakeholders might begin to support online learning by
lowering costs for internet data in rural and remote areas.

Acknowledgements
The authors would like to thank John Adu dan Virginia Fernandez for their contributions
as research assistants in this study. The authors received no specific funding for this study.

ORCID
Indra Yohanes Kiling http://orcid.org/0000-0001-6146-1597

Data availability statement

The datasets generated and analyzed in this study are not publicly available due to individ-
ual privacy but can be obtained by contacting the first author.

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