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Advances in Social Sciences Research Journal – Vol. 9, No. 8
Publication Date: August 25, 2022
DOI:10.14738/assrj.98.13006. Landor-Ngemi, J. (2022). Synchronous, Asynchronous, and Face-to-Face Instruction: Students’ Perception of their Effectiveness
during the COVID-19 Pandemic: A Policy Paper. Advances in Social Sciences Research Journal, 9(8). 591-596.
Services for Science and Education – United Kingdom
Synchronous, Asynchronous, and Face-to-Face Instruction:
Students’ Perception of their Effectiveness during the COVID-19
Pandemic: A Policy Paper
Jarrett Landor-Ngemi
Southern University A & M College Baton Rouge
PO Box 9656, LA 70813
ABSTRACT
The COVID-19 pandemic led to the abrupt transition from the traditional face-to- face instruction to distance learning. Although Web-based and computer-mediated
learning continues to be scrutinized because of the long-believed perception that it
is inferior to face-to-face instruction, the wake of the current COVID-19 pandemic
has led University leaders to make online learning mandatory. Despite the rapid
growth of Web-based/online instruction in higher education, many faculties do not
see the potential of Web-based instruction in improving student learning and
achievement This paper seeks to investigate students’ perception of synchronous,
asynchronous, and face-to-face instruction during the distance-learning phase of
education and the implications for public policy. the study employed a quantitative
research design. The participants for this study were graduate and undergraduate
student groups enrolled in public four-year institutions of higher learning. assess
student perceptions of effective learning environments across the dimensions of
synchronous online instruction with SOIV, asynchronous online instruction, and
face-to-face instruction. The rationale behind this research was based on an
assessment of the elements of quality instruction found throughout the dimensions
of SOIV, asynchronous online instruction, and face-to-face instruction. The results
show that students would prefer asynchronous online learning environments
rather than SOIV.
Keywords: Synchronous Instruction, Asynchronous Instruction, Face-to-Face Instruction,
COVID-19, Students’ Perception
INTRODUCTION TO THE PROBLEM
Although Web-based and computer-mediated learning continues to be scrutinized because of
the long-believed perception that it is inferior to face-to-face instruction, the wake of the
current COVID-19 pandemic has led University leaders to make online learning mandatory
(Nikdel, 2020; Shahzad, 2020; Strielkowski, 2020). Today, web-based/online courses undergo
more extensive reviews than face-to-face courses do. Even though there is a large amount of
research available on Web-based/online instruction, it is difficult to draw firm conclusions as
to what works and does not work (Gautam, 2020). The study suggests that there are various
applications of Web-based instructional formats that outperform their face-to-face classroom
counterparts and some that do not. Current course management systems such as Blackboard
or WebCT do not accommodate for inherent learner differences. Even though these learning
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 9, Issue 8, August-2022
Services for Science and Education – United Kingdom
environments provide students with needed collaboration, flexibility, and convenience,
students demand more interaction (EasyLMS, 2021).
Even though Web-based instruction is still relatively a new way to instruct and learn, there is
limited research to address the benefits of synchronous learning formats (combining voice with
threaded discussion in real-time) over asynchronous learning (threaded discussion without
voice where students participate in different times). Many believe that faculty should redesign
course content to take advantage of the unique characteristics of the Web-based learning
environment, which include the ability of students to participate in a learning environment that
is learner-centered, flexible, and can accommodate for learner differences.
Researchers must address the critical issue: how do the elements of an online learning
environment compare to those in a face-to-face environment in fostering learning? Failure to
conduct research to assess the nature of Web-based instruction will only perpetuate the
problem of faculty who refuse to embrace Web-based learning.
Despite the rapid growth of Web-based/online instruction in higher education, many faculties
do not see the potential of Web-based instruction in improving student learning and
achievement (Gautam, 2020; Rosell, 2020). This could easily be attributed to all of the media
comparison studies in the past that labeled Web-based instruction or any kind of instruction
other than traditional face-to-face instruction as inferior (Cooke, 2020; Cheng, 2016; Ayebi,
2020 Al-Azawei, 2017). For the most part, instead of Web-based courses using a student- centered model of instruction, many of these courses simply use the same teacher-centered
delivery model that can already be found in traditional face-to-face classrooms (Li, 2020).
Research Question
The following question involving students' perceptions of the quality of courses delivered
through Web-based instruction was addressed in the study:
Is there a statistically significant difference among student perceptions regarding the degree to
which they perceive course quality is achieved through synchronous online instruction with
voice (SOIV), asynchronous online instruction, and face-to-face instruction?
THEORETICAL FRAMEWORK
Moore and Kearsley's Distance Learning and Interaction theory (2005), and Kearsley's
Engagement theory (1997) will be used as a basis for understanding the unique role and nature
of Web-based learning environments and will form the theoretical framework of the study.
Moore and Kearsley's theories put the learner and his or her interaction and engagement with
their instructors and other students in a Web-based environment at the center of the learning
process. The two researchers' theories support the notion that students' perceptions of quality
instruction in Web-based learning formats can be affected by the level of interactivity and how
engaged they are in a Web-based/online learning environment.
RESEARCH DESIGN AND ANALYSIS
This study employed a quantitative research design. A multiple linear regression tested the
hypothesis that there is a statistically significant relationship between the independent variable
student demographics (gender, age, major course of study) and 41 student proficiency
(dependent variable) in the use of computer technology such as spreadsheets, word processing,
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Landor-Ngemi, J. (2022). Synchronous, Asynchronous, and Face-to-Face Instruction: Students’ Perception of their Effectiveness during the COVID- 19 Pandemic: A Policy Paper. Advances in Social Sciences Research Journal, 9(8). 591-596.
URL: http://dx.doi.org/10.14738/assrj.98.13006
slideshows, statistical programs, chat, programming, online course design, and threaded
discussion.
Next, a Repeated Measures ANOVA test was conducted to determine if there was a significant
difference in how students rated their experiences using face-to-face instruction, asynchronous
online instruction, and synchronous online instruction with voice. Last, a multivariate analysis
of variance (M ANOVA) tested the hypothesis that there is a statistically significant difference
between males and females involving the degree to which they perceived that course quality
could be achieved through synchronous online instruction with voice (SOTV), asynchronous
online instruction, and face-to-face instruction. The .05 alpha level was used in all hypothesis
testing.
Participants
The researcher was interested in possible differences between graduate and undergraduate
student groups enrolled in public four-year institutions of higher learning. These differences
were based on age, gender, and major course of study. Their researcher did not target any age
groups for the study. The internet was used to search university departments in the South- Central region of the United States where course instruction was delivered via synchronous and
asynchronous online media. The researcher's primary interest was universities within a 200-
mile radius from his home institution of learning. The researcher found four-year universities
where courses were offered using synchronous online technology. Nine of the universities were
located in Louisiana, Mississippi, Alabama, and Tennessee; however, one was located in the
state of Maryland. The university located in the state of Maryland was referred to the 42
researcher Instrumentation.
Table 1: Frequency and Percentage Distribution for Sample
Variable Frequency P<
Sex
Male 37 37.0
Female 63 63.0
Age
18-25 23 23.0
26-35 37 37.0
36-45 14 14.0
46-55 21 21.0
56-75 5 5.0
Major
Education 41 41.0
English 4 4.0
Science 13 13.0
Other 42 42.0