STUDENTS' PERCEPTION OF THE IMPLEMENTATION OF SYNCHRONOUS AND ASYNCHRONOUS LEARNING MODES

Apriana Apriana; Lesi Anggraini

doi:10.54069/atthiflah.v10i2.567

Authors

Apriana Apriana Institut Teknologi Pagar Alam
Lesi Anggraini Institut Teknologi Pagar Alam

DOI:

https://doi.org/10.54069/atthiflah.v10i2.567

Keywords:

Hybrid, Synchronous, Asynchronous

Abstract

This research aimed to determine students' perceptions on the implementation of synchronous and asynchronous e-learning mode in the learning process at the second semester students at the Civil Engineering study program ITPA Pagar Alam. This research was a descriptive research involving students in academic year of 2022/2023 from one class consisting of 19 students. The data were taken using a triangulation technique. The data obtained were analysed qualitatively. The results of this research indicate that the students have perception of the implementation of the synchronous and asynchronous e-learning mode. The synchronous online learning mode has been implemented by using Zoom Meeting, Asynchronous online learning has been implemented by using an Email. The data obtained from the documentation, observation and interview showed that most students gave the responses to synchronous and asynchronous and advantages both two learning modes. This researched was conducted at the second semester students at the civil engineering study program Pagar Alam Institute of Technology. These findings were expected to be taken into consideration to know the advantages of synchronous and asynchronous e-learning mode, especially at the second semester students at the civil engineering study program Pagar Alam Institute of Technology

Downloads

Download data is not yet available.

References

Akbar, R. F. (2015) ‘Analisis Persepsi Pelajar Tingkat Menengah Pada Sekolah Tinggi Agama Islam Negeri Kudus’, Edukasia?: Jurnal Penelitian Pendidikan Islam, 10(1), pp. 189–210. doi: 10.21043/edukasia.v10i1.791.

Amiti, F. (2020) ‘European Journal of Open Education and E-learning Studies SYNCHRONOUS AND ASYNCHRONOUS E-LEARNING’, European Journal of Open Education and E-learning Studies, 5Amiti, F., pp. 60–70. doi: 10.46827/ejoe.v5i2.3313.

Bremer, H. (1998) ‘University Technology Transfer Evolution and Revolution’, University Technology Transfer Evolution and Revolution.

Brower, H. H. (2003) ‘On Emulating Classroom Discussion in a Distance-Delivered OBHR Course: Creating an On-Line Learning Community.’, Academy of Management Learning & Education, 2(1), pp. 22–36. doi: 10.5465/amle.2003.9324013.

Buzzetto-hollywood, N. (2015) ‘Principles of Effective Online Teaching Edited by’, (January 2007).

Cresswell, J. W. (2009) Reasearch Design Qualitative, quantitative, and Mixed Methods Approaches, Intercultural Education. doi: 10.1080/14675980902922143.

Duncan, K., Kenworthy, A. and McNamara, R. (2012) ‘The Effect of Synchronous and Asynchronous Participation on Students’ Performance in Online Accounting Courses’, Accounting Education, 21(4), pp. 431–449. doi: 10.1080/09639284.2012.673387.

Jack R Fraenkael, Norman E Wallen, H. H. H. (1386) How To Design And Evaluate Research In Education.

Khodaparast, F. (2015) ‘On The Effect of Online / Offline Approaches on’, On The Effect of Online/Offline Approaches on Vocabulary Achievement, 3(9), pp. 269–280.

de Lange, P., Suwardy, T. and Mavondo, F. (2003) ‘Integrating a virtual learning environment into an introductory accounting course: Determinants of student motivation’, Accounting Education, 12(1), pp. 1–14. doi: 10.1080/0963928032000064567.

Lewis, L. and Parsad, B. (2009) ‘Distance Education at Degree-Granting Postsecondary Distance Education at Degree-Granting Postsecondary Institutions?: 2006 – 07’, World Wide Web Internet And Web Information Systems, pp. 2000–2001. Available at: http://nces.ed.gov/pubs2009/2009044.pdf.

Liu, C. (2007) ‘the Adoption of Synchronous and Asynchronous Media in the Teaching of a Second Language’, Issues In Information Systems, pp. 217–223. doi: 10.48009/1_iis_2007_217-223.

Mick, C. S. and Middlebrook, G. (2020) ‘Chapter 3. Asynchronous and Synchronous Modalities’, Foundational Practices of Online Writing Instruction, pp. 129–148. doi: 10.37514/per-b.2015.0650.2.03.

Moser, S. and Smith, P. (2015) ‘Benefits of Synchronous Online Courses’, Ascue, p. 43=48.

Mohan, S. (1986). Study in education. Upper Saddle River, NJ: Pearson Education Inc

National Education Association (2003) ‘Guide To Teaching Online Courses’, pp. 1–25.

Parker, M. A. (2014) ‘Use of Synchronous Virtual Classrooms?: Why , Who and How?? MERLOT Journal of Use of Synchronous Virtual Classrooms?: Why , Who , and How??’, MERLOT Journal Of Online Learning And Teaching, 10(june), pp. 192–210.

Perera, L. and Richardson, P. (2010) ‘Students’ use of online academic resources within a course web site and its relationship with their course performance: An exploratory study’, Accounting Education, 19(6), pp. 587–600. doi: 10.1080/09639284.2010.529639.

Perveen, A. (2016) ‘Synchronous and Asynchronous E-Language Learning: A Case Study of Virtual University of Pakistan’, Open Praxis, 8(1), pp. 21–39. doi: 10.5944/openpraxis.8.1.212.

Raymond, E. et al. (2016) ‘Comparative Effects of the Synchronous and the Asynchronous Instructional Approaches Concerning the Students’ Achievements and Interests in Electrical Engineering at the Niger State College of Education’, International Journal of Engineering Pedagogy (iJEP), 6(3), p. 4. doi: 10.3991/ijep.v6i3.5302.

Richards, J. C. (2008) ‘Second language teacher education today’, RELC Journal, 39(2), pp. 158–177. doi: 10.1177/0033688208092182.