THE SYNCHRONOUS AND ASYNCHRONOUS LEARNING AT ENGLISH DEPARTMENT OF UNIVERSITIES IN SOUTH KALIMANTAN: PRACTICES AND CHALLENGES
Main Article Content
Abstract
The purposes of this research are to describe types, practices of Synchronous and Asynchronous learning and to explore the challenges faced by the lecturers at English Departments in South Kalimantan. The researchers employed mixed-methods sequential explanatory design which consist of two distinct phases, quantitative (numeric data) by using questionnaire followed by qualitative by using observation and interview in order to elaborate the results obtained from quantitative data. This research was undertaken in nine English Departments in South Kalimantan. The participants were 53 English lecturers who teach at those universities. The types of synchronous used by the lecturers were Text-based chat / Instant Messaging / Online Chat (WhatsApp), Web Conferencing / Virtual Classroom (Zoom and Google Meet), Whiteboards, Real-time and Non real time document sharing (Google documents). The asynchronous types were Email, WhatsApp Group, Google Classroom, YouTube Link, PDF Files, MS Words Files, Learning Management System (LMS)/e-learning. The lecturers used direct feedback, real time classroom interaction and communication during synchronous learning. On the other hand, they provided delayed feedback, practiced not real time classroom interaction and communication in asynchronous learning. They facilitated individual and group collaboration for both learnings. The lecturers faced a number of challenges in implementing Synchronous and Asynchronous learning such as Technological Problems / Internet Connection, Students’ Motivation, Classroom Management, Lack of technological supports, Students’ Participation, Interaction, Time Management, Feedback, Materials Development, Monitoring, Instructional Method, Flexibility, and Cost Effectiveness.
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How to Cite
Hizriani, N., Nor, H., & Saadillah, S. (2022). THE SYNCHRONOUS AND ASYNCHRONOUS LEARNING AT ENGLISH DEPARTMENT OF UNIVERSITIES IN SOUTH KALIMANTAN: PRACTICES AND CHALLENGES. English Review: Journal of English Education, 10(3), 1045-1056. https://doi.org/10.25134/erjee.v10i3.6675
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Careaga-Butter, M., Quintana, M. G. B., & Fuentes-Henríquez, C. (2020). Critical and prospective analysis of online education in pandemic and post-pandemic contexts: Digital tools and resources to support teaching in synchronous and asynchronous learning modalities. Aloma: revista de psicologia, ciències de l'educació i de l'esport Blanquerna, 38(2), 23-32. https://doi.org/10.51698/aloma.2020.38.2.23-32
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Farmer, K., Allen, J., Khader, M., Zimmerman, T., & Johnstone, P. (2021). Paralegal students’ and paralegal instructors’ perceptions of synchronous and asynchronous online paralegal course effectiveness: A comparative study. International Journal for Educational and Vocational Studies, 3(1), 1-16. https://doi.org/10.29103/ijevs.v3i1.3550
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Harjanto, A. S., & Sumarni, S. (2019). Teacher’s experiences on the use of google classroom. 3rd English Language and Literature International Conference (ELLiC), 3, 172–178. https://jurnal.unimus.ac.id/index.php/ELLIC/article/download/4704/4231
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Irshad, M. (2021). Challenges encountered during synchronous online collaborative writing via google docs. International Journal of Web-Based Learning and Teaching Technologies, 17(6), 1–14. https://doi.org/10.4018/ijwltt.287554
Itow, R. C. (2020). Fostering valuable learning experiences by transforming current teaching practices: practical pedagogical approaches from online practitioners. Information and Learning Sciences. https://doi.org/10.1108/ILS-04-2020-0106
Jensen, L. X., Bearman, M., & Boud, D. (2021). Understanding feedback in online learning - A critical review and metaphor analysis. Computer & Education, 173(November 2021), 104271.
Johnson, K. D. (2019). A phenomenological study on teachers’ perceptions regarding the implementation of a blended learning program. Houston Baptist University.
Karaaslan, H., Kilic, N., Yalcin, G. G., & Gullu, A. (2018). Students’ reflections on vocabulary learning through synchronous and asynchronous games and activities. Turkish Online Journal of Distance Education, July, 53–70. https://doi.org/10.17718/tojde.444640
Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education: A literature review. Journal of Educational Technology Systems, 46(1), 4-29. 10.1177/0047239516661713
Kilicoglu, A. (2018). Qualitative research for educational science researchers: A review of an introduction to qualitative research. The Qualitative Report, 23(4), 949-952.
Kohnke, L., & Moorhouse, B. L. (2022). Facilitating synchronous online language learning through zoom. RELC Journal, 53(1), 296–301. https://doi.org/10.1177/0033688220937235
Kutnick, D. G., & Joyner, D. A. (2019). Synchronous at scale: investigation and implementation of a semi-synchronous online lecture platform. In Proceedings of the Sixth (2019) ACM Conference on Learning@ Scale (pp. 1-4). https://doi.org/10.1145/3330430.3333653
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Lasfeto, D. B., & Ulfa, S. (2020). The relationship between self-directed learning and students ’ social interaction in the online learning environment. Journal of E-Learning and Knowledge Society, 16(2), 34–41.
Lee, Y. J., Davis, R., & Li, Y. (2022). Implementing Synchronous Online Flipped Learning for Pre-Service Teachers during COVID-19. European Journal of Educational Research, 11(2), 653-661. https://doi.org/10.12973/eu-jer.11.2.653
Leo, S., Alsharari, N. M., Abbas, J., & Alshurideh, M. T. (2021). From offline to online learning: A qualitative study of challenges and opportunities as a response to the COVID-19 pandemic in the UAE higher education context. The Effect of Coronavirus Disease (COVID-19) on Business Intelligence, 203-217.
Lin, X., & Gao, L. (2020). Students’ sense of community and perspectives of taking synchronous and asynchronous online courses. Asian Journal of Distance Education, 15(1), 169-179.
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