PAMANTASAN NG LUNGSOD NG MARIKINA

ASYNCHRONOUS VS SYNCHRONOUS LEARNING SET-UP: ITS

ADVANTAGES AND DISADVANTAGES AS PERCEIVED
BY SELECTED BAPA STUDENTS OF PLMAR

A Proposed Thesis
To be presented to the Department of Public Administration and
The College of Arts, Sciences, Education
Criminology (CASEC)

In Partial Fulfilment
Of the Requirements for the Degree
Bachelor of Public Administration

By:

Anthony S. Borason

Mae Joann B. Hernandez

March, 2021

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TABLE OF CONTENTS

Title Page………………………………………………………………………….….…..1

Table of Contents…………………………………………………………………….…. 2

Chapter 1: THE PROBLEM AND ITS BACKGROUND

Introduction……………………………………………………………………………...3

Review of Related Literature and Studies……………………………………………….4

Theoretical Framework………………………………………………………….............9

Conceptual Framework…………………………………………………………….........10

Statement of the Problem………………………………………………………………..11

Hypothesis ……………………………………………………………………………...12

Significance of the Study..........................................................................................…...12

Scope and Limitation……………………………………………….……………...........13

List of Figures

Figure 1: Equivalency Theory Paradigm ………………………………………………10

Figure 2: Conceptual Framework……………………………………………………….10

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Chapter 1

THE PROBLEM AND BACKGROUND OF THE STUDY

This chapter will discuss the background of the study, theoretical framework,

conceptual framework, research paradigm of the study, statement of the problem,

hypothesis, and significance of the study, scope and limitation, and lastly, the definition

of terms to be used by the researchers.

Introduction

The state of our country today has changed a lot because of the pandemic we are

facing. And because of this problem some establishments have closed and affected and

especially the learning of young people where there was an asynchronous learning set up

that others did not agree due to the lack of online class equipment and the teaching

performance is difficult. However, there are branches in this style, so in this study, what

do children prefer asynchronous learning set up where it is a general term used to

describe forms of education, instruction, and learning that do not occur in the same place

or at the same time. It uses resources that facilitate information sharing outside the

constraints of time and place among a network of people. While, synchronous learning

set up means that although you will be learning from a distance, you will virtually attend

a class session each week, at the same time as your instructor and classmates.

According to the researchers experience about their usage of asynchronous and

synchronous learning set up. It is both challenging and hard to deal with it that you need

extra perseverance and effort. Because based on their experience with the current lock

down, they were just in the middle of the discussion of their subject before they locked

down. So from another point of view, they had difficulty with the major subject and the

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others did not. Their current major subject when they locked down was Philippine

administrative thought and institutions, where they had to learn and know the movements

of administrations in the Philippines but it was not that easy for them to study when they

suddenly locked down and subjected everyone to an online class that became difficult for

others especially changed in the new system of learning.

The advantages and disadvantages of the two learning set up are asynchronous

learning does it allows employees to learn at their own pace by giving them full

responsibility of learning and the power to attend only when it is convenient for them.

But learning in isolation may work for some, but it certainly does not work for most

people who need personal interaction in order to maintain or even increase their

motivation levels. While, synchronous learning set up on the other hand, may simulate

the traditional classroom experience more successfully, but the truth is that the average

modern learner leads a busy life; more often than not, aligning a busy schedule with the

synchronous learning requirements is quite challenging. (Christopher, 2015)

This study added to current research by determining the asynchronous and

synchronous learning set-up‟s advantages and disadvantages as perceived by selected

students of PLMar.

Review of Related Literature and Studies

Based on Ayesha Perveen,(2016) Establishing the current practices of

synchronous and asynchronous in learning, this study evaluates the effectiveness of

a/synchronous environments towards better learning at Virtual University of Pakistan

(VUP). There are three choices: first, the continuation of the asynchronous model;

second, switching to a totally synchronous model, and third, to strive towards a perfect

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blend of the two. Researches show that learners often prefer a blend of a/synchronous e-

language learning (Pérez, 2013), as it can better cater their multiple needs and facilitate in

enhancing their capabilities to learn. VUP has been using asynchronous model for

language teaching since its inception. The synchronous mode was introduced in 2013 and

this paper evaluates the strengths and weaknesses of a/synchronous contexts for

teaching/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). 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.

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(Mehdi Mehri Shahabadi and Megha Uplane / Procedia - Social and Behavioral Sciences

176 (2015) 129 – 13

Dinn (2009) Review of definitions in learning styles show that one of the most

effective factors in distinguishing the learning styles from other similar concepts such as

cognitive styles or thinking styles is depends on relation between learning styles and

learning environment . Although, several theorists have described the learning style but

Keefe‟s definition is repeated due to its consideration on individual differences and its

relation with learning environment as an indicator in distinguishing the learning styles

from other concepts including cognitive styles or thinking styles.

(Shatar Sabran, & Zolfaghari, 2009). Concurrent with stressing on recent

advancements in educational technology, researchers believe that learning environment is

one of the causes to satisfy the learners‟ diverse requirements. The developed web

systems particularly brought about a revolutionary phase in education by bringing an

alternative “anytime and anywhere” learning delivery methods for online learners around

the world This kind of advancement in educational technology has produced many

benefits for both individual learners and organizations in several ways. Individual

learners take advantage of self-paced learning environments in which they have control

over their pace of learning, information flow, selection of learning activities, and time

management.

Stefan Hrastinski (2008) an ongoing debate addresses the usefulness of

asynchronous versus synchronous e-learning. Asynchronous e-learning, commonly

facilitated by media such as e-mail and discussion boards, supports work relations among

learners and with teachers, even when participants cannot be online at the same time.

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Asynchronous eLearning makes it possible for learners to log on to an e-learning

environment at any time and download documents or send messages to teachers or peers.

Students may spend more time refining their contributions, which are generally

considered more thoughtful compared to synchronous communication. Synchronous e-

learning, commonly supported by media such as videoconferencing and chat, has the

potential to support e-learners in the development of learning communities. Learners and

teachers experience synchronous e-learning as more social and avoid frustration by

asking and answering questions in real time.

Everett (1998) looked at how students make sense of distance learning

technology, what mechanisms students employed to adapt to media-rich learning

environments, what internal and external motivations allowed students to succeed, and

what social interactions were employed to help students master and use the technology in

the distance learning classroom.

Schutte (1996) found that collaboration helped students perform better in a virtual

classroom than with that of face-to-face interaction. He attributed the improved

performance to collaboration rather than the technology itself. Learner characteristics are

a major factor in the achievement and satisfaction levels of distance learning (Phipps &

Merisotis, 1999).

Webster and Hackley (1997) there are several studies that have looked at

the effect of interaction in distance learning environments. Examined video-based

delivery of instruction outcomes related to student involvement and participation,

cognitive engagement, technology self-efficacy, attitudes toward the technology

employed, the usefulness of the technology, attitudes toward technology-mediated

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distance learning, and the relative advantage or disadvantage of such distance learning.

They asserted the reliability of the technology related positively to learning outcomes, the

quality of the technology used related positively to learning outcomes, students perceived

the technology to be less rich than face-to-face instruction and reported higher learning

outcomes for rich environments, students experienced more positive learning outcomes

when more interactive methods are used, and students that had more positive attitudes

toward the technology experienced more positive learning outcomes.

Synthesis of the Related Literature and Studies

Rendering to Emmanuel, (2019) The study investigates the asynchronous and

synchronous delivery modes of e-learning in order to determine the merits of a live

(synchronous) e-learning solution (e.g. LVCs) as compared to an asynchronous solution

(e.g. email and the use of self-directed study modules, with interaction occurring

over an online discussion forum). It is also select an appropriate type of alternative e-

learning solution by means of investigating the available applications (proprietary and

open- source if all these options were available) of the chosen type. The study test,

evaluate and critically analyze the chosen alternative e-learning solution in order to

determine how successfully it addresses the current problems being experienced by

some learners at NOUN, Maiduguri center. This study will help the National Open

University to develop and maintain effective synchronous and asynchronous learning

communities that will enhance the academic performance of students.

According to Becta (2010) they noted that synchronous instruction lacked the

flexibility in relation to scheduling, place of learning and individual attention which

might be found in asynchronous DE. They questioned the effectiveness of

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teleconferencing, citing instructors‟ tendency for „lecture based, instructor oriented

strategies‟ (Bernard et al, 2004, p. 408). The authors noted that „for younger learners, the

structure of synchronous DE may be better suited to their academic schedules and their

need for spontaneous guidance and feedback‟ (p. 409). In terms of „what matters‟ with

synchronous versus asynchronous DE, Bernard et al concluded that quality in the design

of the course was more important than the characteristics of media, although interactive

media appeared to facilitate better attitudes in asynchronous DE. For asynchronous DE,

active learning was linked with positive achievement and attitude outcomes, while

opportunities for communication positively affected students in both contexts of DE.

Theoretical Framework

The researchers will be using the concept based on RM Bernard (2004) stated that

Simonson, Schlosser and Hanson (1999) argue that a new theory called “equivalency

theory”. It is a foundational to a theoretical approach is the concept of equivalency. Local

and distant learners have fundamentally different environments in which to learn. It is the

responsibility of the educator to design learning events and modules that provide

experiences with equal value for learners.

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10
EQUIVALENCY

ASYNCHRONOUS SYNCHRONOUS
LEARNING LEARNING

LEARNING THROUGH LEARNING THROUGH

ONLINE CLASS CLASSROOM
EXPERIENCE

STUDENTS

PERFORMANCE
OUTCOMES OUTCOMES

Figure 1: Equivalency Theory Paradigm

Conceptual Framework

The study will focus on the asynchronous and synchronous learning set-up‟s

advantages and disadvantages as perceived by selected students of PLMar.

INPUT PROCESS OUTPUT

 Gender  Gathering  Significant

Profile Survey relationship
 Socio- Questionnaire between
economic  Analyze the asynchronous
Profile Data and
 Educational  Interpretation synchronous
Preferences of Data learning set up
and its
advantages
and
disadvantages.

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Figure 2: Research Paradigm of the Study 11

This figure illustrates the process on how this research works. The research

paradigm is almost the same with the Equivalency Theory, where it indicates what could

be the outcome of 2 learning system in every selected BAPA students learning in their

study but in this research paradigm study above explains how the conceptual framework

of the study is to be done. The input indicates what profile of respondents should we

know includes; Gender, Socio-economic profile, and educational preference. The process

of this study work with gathering data includes; survey questionnaire, analyzing, and

interpretation. And lastly, the output would be suggested programs in determine the

asynchronous and synchronous learning set up‟s advantages and disadvantages.

Statement of the Problems

This research aimed to investigate asynchronous and synchronous learning set-

up‟s advantages and disadvantages as perceived by selected students of PLMar.

It will seek to answer the following questions:

1. What is the demographic profile of the respondents in terms of

1.1 Age

1.2 Gender

1.3 Economic Status

1.4 Educational Preference

2. What is the advantages and disadvantages of learning in selected BAPA students

of PLMar based on the:

2.1 Asynchronous Learning Set-up

2.2 Synchronous Learning Set-up

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3. Is there a significant relationship between advantages and disadvantages based on 12

asynchronous and synchronous learning set-up?

4. Based on the findings, what is the knowledge level of the respondents in terms of

differentiate the usage between asynchronous and synchronous learning set-up?

Hypothesis

Null Hypothesis

There is no significant relationship between the usage of asynchronous and

synchronous learning set-up.

Alternative Hypothesis

There is significant relationship between the usage of asynchronous and

synchronous learning set-up.

Significance of the Study

This study aims to contribute additional information to serve the following

individuals and organizations.

The Researchers. This study may give awareness as well as knowledge to the

researchers about the asynchronous and synchronous learning set-up‟s advantages

and disadvantages.

BAPA Students. This will help the some students to see the difference between

asynchronous and synchronous learning set up and its advantages and

disadvantages.

PLMarians. This study will help our fellow PLMarians to know what will be

learning set up they preferred and can learn virtuously.

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Students. This study will contribute information and create awareness to the 13

Students not only in Pamantasan ng Lungsod ng Marikina, but in other school as

well.

Future researchers. This study will provide information that may be helpful to

future researches. This will serve as a reference to their studies.

Scope and Limitation

This study merely focuses on the asynchronous and synchronous learning set-up‟s

advantages and disadvantages as perceived by selected students of PLMar.

The purpose of the study is to know the knowledge level of the respondents in

terms of differentiating the usage between asynchronous and synchronous learning set-

up. The study will try to gather relevant data to assess the awareness on the perception of

selected BAPA students with their survey questionnaire included data gathering. The

study conducted on January 2021 up to April 2021. A research respondent which was the

BAPA Students, differentiate the usage between asynchronous and synchronous learning

set-up.

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