1

St. Paul University Philippines

Tuguegarao City, Cagayan 3500

STUDENTS’ PERCEPTIONS ON THE SYNCHRONOUS ONLINE

LEARNING: BASIS FOR A PLAN OF ACTION

___________________________

A Research Paper Submitted to

the Graduate School
ST. PAUL UNIVERSITY PHILIPPINES
Tuguegarao City, Cagayan
____________________________

In Partial Fulfillment
of the Requirements for the Degree
MASTER OF SCIENCE IN HOSPITALITY MANAGEMENT & MASTER OF
SCIENCE IN BUSINESS ADMINISTRATION

____________________________

By:

ERIC B. AGOYAO
BERNADINE ZAFIA B. CUSTODIO
ALICIA GLORIOUS GAIL S. GOZUM
2021
 2
St. Paul University Philippines
Tuguegarao City, Cagayan 3500

CHAPTER I
THE PROBLEM AND ITS BACKGROUND

Introduction
Educational institutions across the globe have been greatly affected by the COVID-
19 pandemic jeopardizing the academic calendars. Most educational institutions
whether public or private have shifted to online learning platforms to keep the
academic activities going. However, the questions about the preparedness,
designing, and effectiveness of blended learning modalities whether synchronous or
asynchronous are still not clearly understood, particularly for a developing country
like the Philippines, where the technical constraints like suitability of devices and
bandwidth availability pose a serious challenge.

As the schools are shut for an indefinite period, both educational institutions and
students are looking for ways to complete their prescribed syllabi or lesson plans in
the stipulated time frame in line with the academic calendar. These measures have
certainly caused a degree of inconvenience, but also prompted new examples of
educational innovation using technologies. Nevertheless, COVID-19 has been a
trigger for educational institutions worldwide to pursue creative approaches on
relatively short notice. During this time, most of the schools have shifted to blended
learning.

In the Philippines and even in other parts of the world, distance learning is
undoubtedly the new normal, but how can the Department of Education (DepEd)
serve the eager learners who do not have access to the internet and mobile
devices? The solution is to utilize the existing electronics that Filipinos are already
using: television (TVs) and radio sets. Eighty-five percent of the population may not
have access to the Internet, but it is beyond doubt that most of the population has
their own TVs and radios at home. Using TV and radio as an alternative learning tool
is dubbed as a “Stop Gap” measure, to stop the possible gap that students will surely
experience because of various health protocols, lack of necessary gadgets and
Internet connection.
 3
St. Paul University Philippines
Tuguegarao City, Cagayan 3500

In times of the COVID-19 pandemic, education is one of the many sectors that is
greatly affected. With the safety regulations that are currently implemented in the
Philippines, such as wearing masks, washing of hands, and most of all the physical
distancing, it makes it impossible for students to come to school and do the
conventional face-to-face type of learning. As a result, the alternative is to go
distance learning using a blended learning approach.

Traditionally, online learning perceived as lack interactivity compared to face-to-face

learning. This is mainly due to the lack of social presence, lack of social interaction,
and lack of students’ satisfaction. However, online learning has been encouraged as
more cost-effective and convenient than traditional educational environment, as well
as providing opportunities for more learners to continue their education.

Previous researches have been conducted to study the students' perceptions and
satisfaction toward online learning and face-to-face learning. Fortune, Spielman, and
Pangelinan investigated 156 students who took and enrolled in either an online
learning section or face-to-face learning of the Recreation and Tourism course at a
multicultural university in Northern California, United States. The study concluded
that no statistically significant difference in learning preference was found between
those enrolled in the two different learning modes.

Online education has moved into the Philippine education system with new programs
being added continuously. The blended synchronous learning is also gaining and
developing currency in educational institutions, while its effects on students’ and
teachers’ experiences are yet to be fully explored. Thus, the researchers would like
to study the perceptions of the senior high school students of Baggao National
Agricultural School (BNAS) on one of the blended learning approaches which is
synchronous as a basis of the plan of action to further improve the learning
experiences of the students.
 4
St. Paul University Philippines
Tuguegarao City, Cagayan 3500

Review of Related Literatures and Studies

This chapter presents the related literatures and studies which will support this
research. This will show that the related literatures and studies are accurate and
factual.

Quality of Teaching and Academic Support

In the study, “The Quality of Teaching and Learning via Videoconferencing”, Knipe
and Lee (2002) examined the quality of teaching and learning activities performed
via video conferencing. The study was conducted with 66 students. 45 students
participated in traditional, face-to-face courses and 21 students participated in
distance education. After the study, the students participating in the course via
distance education felt alone and as if they were not a part of the class when they
could not make eye contact with other students and the teacher. This situation
impaired the concentration of these students and made a negative impact on their
learning.

The study conducted by Umphrey et al. (2008) studied the impact of interaction,
class communication experience, and the relational features displayed by an
instructor when engaging directly with students, compared to student perceptions
regarding video conferencing education. According to the research results, students
believe that face-to-face education is more positive than video conferencing, in terms
of the teacher’s proximity, understanding the teacher, mutual communication in the
classroom, success and quality. From these results, it seems that the most effective
video-conference courses would include interaction and in-class engagement.

A study carried out by Marsh et al. and titled “Interactive Video Technology:
Enhancing Professional Learning in Initial Teacher Education” (2010) investigated
the benefits of taking the live implementation of learned theoretical information via
video conference. The research took place between 2005-2007 with the cooperation
of Sussex University and 6 schools. The video conference technologies provided a
way to overcome the limitations of the learning center’s physical site. Teacher
 5
St. Paul University Philippines
Tuguegarao City, Cagayan 3500

trainees could access various class applications and practice with the instructor.
Course records aided the trainees by refreshing their memories about subjects they
forgot.

Martin’s article “Seeing is Believing: The Role of Videoconferencing in Distance

Learning” (2005) examined Northern Irish students’ study of the Constitution of the
United States of America as explained by an American congress member. The
students from Northern Ireland stated that the opportunity to interact with famous
American politicians and to see them without traveling long distances from the
places they lived enabled them to evaluate distance education via video conference
in a positive way.

Gillies published a paper in 2008 titled “Student Perspectives on Videoconferencing

in Teacher Education at a Distance”. It was focused on the experiences of students
who took courses via video conference for one year within the scope of initial teacher
training. After the interviews, the students stated that the technical problems that
occurred in the sound, the image and the connection caused them to feel as if they
were not real students. Moreover, interviewing with the teacher during a certain time
period is regarded as a deficiency. Live interaction with the teacher, creation of a
feeling of affinity and receiving simultaneous answers to questions were situations
frequently mentioned by the students.

Online Learning

Warner et al. (1998) proposed the concept of readiness for online learning in the
Australian vocational education and training sector. They described readiness for
online learning mainly in terms of three aspects:(1) the preference of student’s for
the way of delivery as opposed to face-to-face classroom instruction; (2) student’s
confidence in utilizing electronic communication for learning which includes
competence and trust in the use of the Internet and computer-based communication;
and (3) capability to engage in autonomous learning. The concept was further
refined by several researchers like McVay (2000, 2001) who developed a 13-item
instrument that measured student behavior and attitude as predictors.
 6
St. Paul University Philippines
Tuguegarao City, Cagayan 3500

Subsequently, Smith et al. (2003) conducted an exploratory study to

validate McVay’s, (2000) questionnaire for online readiness and came up with a two-
factor structure, “Comfort with e-learning” and “Self-management of learning”. Later,
several studies were taken up for operationalizing the concept of readiness for online
learning (Evans (2000); Smith (2005)). The factors that influenced the readiness for
online learning as put forth by researchers were self-directed learning(Guglielmino
(1977); Garrison (1997); Lin and Hsieh (2001); McVay (2000, 2001)), motivation for
learning (Deci and Ryan (1985); Ryan and Deci (2000); Fairchild et al. (2005),
learner control (Hannafin (1984); Shyu and Brown (1992); Reeves (1993)), computer
and internet self-efficacy ((Bandura (1977,1986 1997); Compeau and Higgins
(1995); Eastin and LaRose (2000); Tsai and Tsai (2003); Tsai and Lin (2004); Hung
et al. (2010)), online communication self-efficacy (Palloff and Pratt (1999); McVay
(2000); Roper (2007)).

Any efforts to strengthen the effectiveness of online learning need to understand the
perception of the users. Studies have documented both favorable and unfavorable
perceptions by students on online learning. Several studies indicate that the
instructor’s interaction with students has a considerable impact on the student’s
perceptions of online learning. Consistency in course design (Swan et al. 2000), the
capability of the interaction with course instructors to promote critical thinking ability
and information processing (Duffy et al. (1998, pp. 51–78); Picciano (2002); Hay
et al.(2004)) rate of interactivity in the online setting (Arbaugh (2000); Hay et al.
(2004)), the extent of instructional emphasis on learning through interaction, the
flexibility of online learning (Chizmar and Walbert (1999); McCall (2002); National
Centre for Vocational Education Research (2002); Petrides (2002); Schrum
(2002); Klingner (2003); Kim et al. (2005)), chances of engaging with teachers and
peers in online learning settings (Soo and Bonk (1998); Wise et al. (2004); Kim et al.
(2005)), social presence (Barab and Duffy (2000); Kim et al. (2005); Jonassen
(2002)),academic self-concept (Trautwein et al. (2006); Lim et al. (2007)),
competencies required to use the technology (Wagner et al. (2000) were identified
as the perceived strengths of online learning. Hence an effective online class
depends upon well-structured course content (Sun and Chen (2016)), well-prepared
 7
St. Paul University Philippines
Tuguegarao City, Cagayan 3500

instructors (Sun and Chen (2016)), advanced technologies (Sun and Chen (2016)),
and feedback and clear instructions (Gilbert, 2015).

However, several weaknesses related to online learning were also described in the
literature. Delay in responses (Hara and Kling (1999); Petrides (2002); Vonderwell
(2003), skepticism of their peers’ supposed expertise(Petrides (2002)); lack of a
sense of community and/or feelings of isolation (Woods’, (2002); Vonderwell
(2003); Lin & Zane, (2005));, problems in collaborating with the co-learners, technical
problems Piccoli et al.(2001); Song et al.(2004)), issues related to
instructor (Muilenburg & Berge, 2005) higher student attrition rates (Frankola
(2001); Ryan (2001); Laine (2003)), the need for greater discipline, writing skills, and
self-motivation; and the need for online users to make a time commitment to learning
(Golladay et al. (2000); Serwatka (2003) are considered to be barriers or weakness
of online learning.

Several researchers compared the efficacy of online or web-based tutorials with

conventional teaching in classrooms. The types of possible encounters that might
occur online as compared to conventional classrooms differ substantially, and the
impact of communicating within one setting or another can have a direct effect on the
attitudes of the students and faculty. The studies explored perceptions of online
learning experiences vs. conventional classroom experiences by students and
faculty and reported mixed findings that demand further studies. Some of those
areas include analyzing the nature and amount of interactions that is available online
(Moore and Kearsley (1995)), flexibility and accessibility of web-based instructions
(Navarro and Shoemaker (2000)), the skills, motivations, time, and perception of
learner and instructor(Yong and Wang (1996); Shih, Ingebritsen, Pleasants,
Flickinger, & Brown, 1998; McIsaac et al. (1999); White (2004) and whether some or
all of these aspects are linked to academic achievement (Brewer and Erikson
(1997)). It was also found that there was no significant difference between online
learning and face-to-face class concerning their satisfaction and also in terms of their
academic performance (Hara and Kling, 1999). Studies also supported the fact that
online class will be as effective as a traditional class if it is designed appropriately
(Nguyen, 2015).
 8
St. Paul University Philippines
Tuguegarao City, Cagayan 3500

The literature has highlighted different models which provide the basic framework to
understand the students' perceptions regarding online education. Papers have also
highlighted potential bottlenecks for the success of online learning. However, not
many papers have attempted to understand the students' perceptions and
preferences in the Indian context. Understandably, only a limited number of distance
education platforms were using online mode of education before the Covid-19
pandemic. Further, to the best of our knowledge, study on these lines has not been
attempted in the field of agricultural education, where online learning initiatives are
even lesser probably because of a higher share of practical learning aspects in the
curriculum. We try to fill this gap with our study, drawing insights from the literature in
conceptualizing the problem, exclusively focusing our attention on online learning in
agricultural education.

Synchronous and Asynchronous Learning

In the study titled “Experiences with a Synchronous Virtual Classroom in Distance

Education”, Koppelman and Vranken (2008) aimed to determine the viewpoints of
the teachers and 10 students in synchronous computer technologies education. The
students stated that they liked the courses given in short and frequent intervals and
they had no problems with concentration. In addition, they noted that the applied
technologies prevented the waste of time it would be to travel for lessons with a
distant technician. While the students evaluated the sound quality quite well, some
students stated that they did not like the delays.

The researchers concluded that the type of discussion that an instructor encouraged
to use and the extent to which students were involved in synchronous discussion
influenced the learning of students for both ninth grade and graduate level. They also
found that the way of discussion was different in synchronous and asynchronous
online conversation. Different studies have found that while engaged with
synchronous learning as compared to asynchronous learning members (a) can find
limited means of communication, (b) tend to be focused, (c) feel a greater sense of
 9
St. Paul University Philippines
Tuguegarao City, Cagayan 3500

contribution, and (d) experience better assignment/course completion rates (Chen to

You, 2007; Hrastinski, 2010).

Han (2013) found that regarding utilization of video conferencing at higher education
level in synchronous instruction use of videos impacts the learners' feeling of
association with their instructor. Han found that in courses that included teacher
videos, as compared to the courses that did not utilize videos, students could
overcome the feeling of being at distance from the instructor. Moore (1993, 2013)
talked about the transactional distance which Han suggested could be overcome
through the utilization of video-assisted instruction. He argued engaging in important
collaborations with the instructor and peers may minimize transactional distance. As
indicated by Moore (1993) transactional distance is a pedagogical phenomenon that
learners experience while living apart from their instructors and fellows, collaborating
with each other and the way of their relationship. Participants may feel a different
level of transactional distance in an online course mostly depending upon the level of
shared discussion, the content that the instructor sets up for them, and the level of
autonomy in a course (Moore, 2013).

Through a multi-case evaluation of asynchronous courses, Garrison and Cleveland-

Innes (2005) found that alone participant interaction does not inculcate a feeling of
mutual social existence or involvement in online education. They found that
participants of asynchronous online study seek the content uploaded by their
instructor or they try to engage themselves in meaningful learning tasks. According
to Lehman and Conceição (2011), the designers of online learning sources have
become able to understand and incorporate the latent nature of social interaction
that must be considered while creating asynchronous learning situation by
understanding the existence of different factors i.e., physical, social, emotional, and
psychological, etc., and their relation to learners’ involvement in an online course.

In a study, Arbaugh (2004) found that for many individuals who participated in
asynchronous online courses, the experience involved in the developmental process
for understanding and becoming an active learner was new for them. Most of the
individuals need to modify their role as online learner and their assumptions
regarding the role of their instructor. Motteram and Forrester (2005) determine online
 10
St. Paul University Philippines
Tuguegarao City, Cagayan 3500

learning as a specific individualized process but in order to become an active and

effective online learner, students need some pre-requisite skills i.e. to know the use
of technology being used for the course, ability to search the course material,
understanding how to communicate with other participants. Eventually, in order to be
successful in online learning, learners need time to learn how to formulate online
activities related to their course that may adjust into their routine while performing all
other family and work responsibilities (Muilenburg & Berge, 2005).

Graham (2006) presented the concept of blended learning. He defined blended

learning that does not dependent on the mode of presenting something but what is
being presented. According to him instructional media, methods being utilized, and
the combination of face-to-face and online instruction are the elements of online
blended learning. Moskal, Dzinban and Hartmen (2013) referred the blended
learning as changes in institutions of higher education due to mixing old and new
methods, but they suggested that there must be a better definition so that institutions
of higher education may align their goals to be successful to initiate blended
learning. In this manner, blended learning has been found to develop adaptability
into individuals' learning, as well as to help organizations for productive utilization of
time and workforce.

Conceptual Framework
The theoretical foundation for this study stems from Rogers’ diffusion of innovation
research. The current study seeks to find out students’ views about synchronous
learning such as video conference-based lecture as a new application that they
encounter and to determine the students’ adoption processes.

Rogers defined innovation as "an idea, practice or object that is perceived as new by
an individual or other unit of adoption" (Rogers, 1995, p. 11). Diffusion is "the
process by which an innovation is communicated through certain channels over time
among the members of a social system” (Rogers, 1995, p. 5). The innovation-
decision process is the "process through which an individual passes from first
knowledge of an innovation to forming an attitude toward the innovation, to a
decision to adopt or reject, to implementation of the new idea, and confirmation of
 11
St. Paul University Philippines
Tuguegarao City, Cagayan 3500

this decision" (Rogers, 1995, p. 20). Thus, diffusion of innovation occurs depending
on communication channels, time and social systems.

Perhaps, the most important factor in the spread of innovations is the potential
advantages that individuals or societies could gain. Generally, people are in favor of
innovations when they are more advantageous. Another factor for the spread of
innovations is compatibility. Compatibility is the degree of overlapping of existent
values, experiences, and requirements. The innovation highly adopted by society is
less ambiguous for the potential adopters. An innovation can or cannot be in
harmony with socio-cultural values, beliefs, previous notions previous innovations,
and requirements of the target group. Therefore, the higher rate of compatibility of
innovation means a higher rate of adoption (Rogers, 1995).

The diffusion of an innovation is more than an instantaneous event. Rather, it

requires a period of time. No matter how new or old it is, an innovation has to pass
through decision-making processes. The researcher states that diffusion of
innovation occurs through a specific process including the stages such as
Knowledge, Persuasion, Decision, Implementation, and Confirmation (Rogers,
1995).

Research Paradigm
Input Process Output

a. Demographic
profile of the
participants
b. Perception of the
fff
participants on
 Analysis of Profile An Action Plan on the
synchronous
learning approach Variables and possible interventions on
c. Level of Students' the improvement of
satisfaction of the Perceptions. learning modalities.
participants on
synchronous
learning approach
 12
St. Paul University Philippines
Tuguegarao City, Cagayan 3500

FEEDBACK

Statement of the Problem

This study would like to assess the perceptions and level of satisfaction of the senior
high school students of BNAS on synchronous online learning that will be a basis for
a plan of action. Also, it specifically answers the following questions:
1. What is the demographic profile of the participants as to:
1.1. Sex
1.2. Age
1.3. Socio-Economic Status
2. What are the perceptions of the participants on synchronous online learning
as to:
2.1. Quality of resources
2.2. Teaching and academic support
2.3. Parent’s role and support
2.4. Learning Environment
2.5. Auxiliaries
3. What is the level of satisfaction of the participants on synchronous online
learning as to:
3.1. Quality of resources
3.2. Teaching and academic support
3.3. Parent’s role and support
3.4. Learning Environment
3.5. Auxiliaries
4. There is a significant difference in the perceptions of the participants when
grouped according to sex and age?
 13
St. Paul University Philippines
Tuguegarao City, Cagayan 3500

5. There is a significant relationship between students' level of satisfaction on

synchronous online learning and socio-economic status? 
Hypothesis

For a deeper analysis of the study, the following hypotheses will be tested: There is
no significant difference in the perception of the students when grouped according to
sex and age and there is a significant relationship in the level of satisfaction of the
students based on socio-economic status.

Significance of the Study

This study shall be deemed beneficial to the following:
a. BNAS Administration- the result of this study shall be their basis in
developing an action plan to better serve their students.
b. Teachers- the result of this study will be their platform in reviewing their
teaching methods and processes, as well as any possible interventions they
can provide to their students.
c. Students- the result of this study shall be a basis for a plan of action for the
better service of BNAS, they will be benefited from the result as a beneficiary.
d. Researchers- it will provide them with the opportunity to experience the
improved services of BNAS.
e. Future Researchers- it will help them to make a further study about this and
provide them a basis for the improvement of their research.

Scope and Limitation of the Study

This study will be targeting the total population of grade 11 to grade 12 Senior High
School students who are currently enrolled in BNAS main for A.Y. 2020-2021 with
the following data.
Grade Level Track Number of Enrolled
Students
Grade 11 TVL-AFA 57
TVL-HE 38
STEM 26
 14
St. Paul University Philippines
Tuguegarao City, Cagayan 3500

HUMSS 58
Grade 12 TVL-AFA 43
TVL-HE 40
STEM 20
HUMSS 42
Total of Enrolled Students 324

Definition of Terms

Asynchronous Learning-  is a type of learning in which teachers and students are
not online at the same time. Teachers give instructions, reading materials, or have
students watch videos. Students could work at their own pace without real-time
interactions. But teachers will be there to help students at any time if they have any
queries.

Blended Learning- Blended learning is a combination of online distance learning,

modular distance learning, or even with the use of TV/Radio based instruction.

COVID-19- s caused by a virus. Antibiotics do not work against viruses. If you also.
develop a bacterial infection as a complication, antibiotics may be recommended. 

Distance Learning- refers to a learning delivery modality where learning takes place
between the teacher and the learners who are geographically remote from each
other during instruction. This modality has three types: Modular Distance Learning
(MDL), Online Distance Learning (ODL), and TV/Radio-Based Instruction.

Perception- a way of regarding, understanding, or interpreting something; a mental

impression

Satisfaction- an act of satisfying; fulfillment; gratification.

 15
St. Paul University Philippines
Tuguegarao City, Cagayan 3500

Synchronous Learning- this happens in real-time. That is when students interact

with their teachers using video conferencing tools such as Zoom and Google Meet.

CHAPTER II
RESEARCH METHODOLOGY
This chapter presents the research design, participants of the study, random
sampling technique, research instruments, data gathering procedure and method of
analysis.

Research Design
This research shall be using quantitative research design specifically descriptive
design because the researchers aims to describe the population of their study,
situation, or phenomenon of synchronous online learning accurately and
systematically in BNAS Main.

Research Participants
The participants of the study will be the total population of senior high school
students of BNAS Main who are currently enrolled in A.Y. 2020-2021 since they are
one of the deemed individuals who can provide necessary data for the study as they
are experiencing synchronous learning method.

Data Collection Method

The researchers through the help and guidance of their research adviser will be
seeking approval from the Dean of the Graduate School and the Research Office of
SPUP to have their proposal defense. Once successfully defended the research, the
researchers will then ask for an endorsement from their adviser, panelists, and the
 16
St. Paul University Philippines
Tuguegarao City, Cagayan 3500

dean of the graduate school to float their approved questionnaire. Once approved,
the researchers will ask for consent from the principal of BNAS to float the
questionnaire to the participants of the study. Once permitted, the researchers will
then float the questionnaire to the participants. A total of one (1) week shall be
allotted for the floating and retrieval of the questionnaires. Once retrieved, the
researchers will then tabulate, interpret, and analyze the data collected with the help
of a statistician. When everything is prepared, the researchers will then undergo a
final defense.
Research Instrument
The study will be using a self-made survey questionnaire as its primary data-
gathering tool that comes from the personal experience and knowledge of the
researchers. Part I tries to elicit information from the participants on their age, sex,
and socio-economic status. Part II tries to get responses on the participants’
perception of synchronous online learning and Part III will try to assess the level of
satisfaction of the participants on synchronous online learning.

Data Analysis
This research will be using the following statistical tools needed in the analysis and
interpretation of data:
1. Frequency count and percentage will be used to categorize the participants.
2. For the causes of climate change by the participants, a ranking scale will be
assigned.
3. For the perception of participants on synchronous online learning, a 4-point Likert
Scale will be also assigned
4 point Likert Scale
1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
4. To analyze the satisfaction of the participants on synchronous learning, the item
mean will be used and will be presented in the equation below.
Xi = wx / ∑ f
Where Xi = item mean
 17
St. Paul University Philippines
Tuguegarao City, Cagayan 3500

W= weighted scale
X= Frequency ∑ f = scale of frequency
Scale Descriptive Interpretation
3.25-4.00 Strongly Agree
2.50-3.24 Agree
1.75-2.49 Disagree
1.00-1.74 Strongly Disagree

References:
https://www.deped.gov.ph/obe-be/ derived on June 2, 2021.

DepEd reminds students they may use multiple methods for distance learning. Derived
from https://www.rappler.com/nation/deped-reminds-students-use-multiple-methods-
distance-learning. Derived on June 2, 2021.

DepEd to do a year-end review of blended learning program for improvement. Derived

from https://businessmirror.com.ph/2020/10/06/deped-to-do-year-end-review-of-blended-
learning-program-for-improvements/. Derived on June 2, 2021.

DepEd ready for blended learning classes. Derived from http://metronewscentral.net/in-

and-around-the-metro/deped-ready-for-blended-learning-classes. Derived on June 2,
2021.

Anastasiades, P. S., Filippousis, G., Karvunis, L., Siakas, S., Tomazinakis, A., Giza, P. &
Mastoraki, H. (2010). Interactive Videoconferencing for collaborative learning at a
distance in the school of 21st century: A case study in elementary schools in Greece.
Computers & Education, 54(2), 321–339.
 18
St. Paul University Philippines
Tuguegarao City, Cagayan 3500

Aşkar, P. & Halıcı, U. (2004). E-learning as a catalyst for innovation in education. In

Gauido, C. (ed). E-Educational Applications:Human Factors and Innovative Approaches.
(pp.196-206). London: IDEA Publications.

Bates, A. (2005). Technology, e-learning and distance education (2nd ed.). Abingdon,
UK: Routledge.
Gillies, D. (2008). Student perspectives on videoconferencing in teacher education at a
distance. Distance Education, 29(1), 107-118.

Reinhart, J. & Schneider, P. (1998). Foundations for creative effective two-way

audio/video distance education environments: Issues of self-efficacy. Paper presented at
the American Educational Research Association Annual Conference, San Diego. CA.

Horton, W. K. (2000). Designing web-based training: How to teach anyone anything

anywhere anytime. New York: John WileyandSons.