Evaluating Synchronous, Asynchronous, and Hybrid e-teaching and e-learning Tools amidst COVID 19 Pandemic
Current Research in Language, Literature and Education Vol. 7,
1 July 2022
This study evaluates synchronous, asynchronous and hybrid e-teaching and e-learning tools in online classes of Mindanao State University (MSU) and JH Cerilles State College (CSC). A combined quantitative and qualitative designed using online survey questionnaires in Likert and in open-ended questions were used. Findings showed that majority of the students are 19-21 and 22-24 years old for JH-CSC and MSU respectively, and both schools offered courses in agriculture. Students from JH-CSC common technological gadgets used in online classes is cellphone while MSU students commonly used cellphone and laptops. Students preferred Goggle Classroom, Gmail, Zoom, Video, PowerPoint, and Microsoft Word. Students’ discernments an opinion in synchronous (virtual), asynchronous (pre-recorded video lessons and modules), and blended/hybrid mode of e-teaching and e-learning are generally similar except for some cases on it benefits. Common issues and challenges they encountered is the financial capability and internet connectivity. Students’ discernment and opinion on synchronous, asynchronous, or blended revealed that it should be timed-bound, coupled with helpful activities, considering the strength and weakness of each mode and students’ preferences. They believed that e-teaching and e-learning bring different benefits and offer new learning platform to them despite their struggles due to lack of technology, technological skills, money, and poor internet connectivity. However, many believed that blended/hybrid e-teaching and e-learning mode is more effective to learning. As such, the study concludes that the effectiveness of these e-teaching and e-learning mode varies in accordance with the learning environment of the learners, technological skills, technology availability, internet accessibility, and financial capacity.
- higher education