Asynchronous Learning Approach: Challenges Among Iloilo City

Community College Students

A Thesis Proposal Presented to the Faculty of Iloilo City Community College

in partial fulfilment of the requirements for the degree of

Bachelor of Science in Tourism Management

Rivilla, Peach Crystal Z.

Sardia, Christopher R.

Batilaran, Ella Mae S.

Rojas, Angelyn S.

Galvarole, Apple Joy G

Arsenal, Cecille P.

2021

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INTRODUCTION

As the world has been introduced into technology age in which innovation plays a major part,

the societal institutions have been affected. Particularly the educational institution has been affected,

the teachers, administrators, students, and policy makers. They have to take action and look for the

foremost compelling use of technology in teaching-learning process.

According to Hrastinski (2008), asynchronous mode of learning has been the most prevalent

form of online teaching so far because of its flexible modus operandi. Asynchronous environments

provide students with readily available material in the form of audio/video lectures, handouts,

articles, and power point presentations (Watson, Gemin, Ryan & Wicks; 2009). Asynchronous e-

learning can be challenging only a carefully devised set of strategies that can keep students to

engaged and become interested in this sort of learning environment to facilitate motivation,

confidence, participation, problem solving, analytical and higher order thinking skills (Huang &

Hsiao, 2012). It is a student-centered teaching method that uses online learning resources to facilitate

information sharing outside the constraints of time and place among a network of people. It is based

on constructivist theory, the idea that learners are active participants in their learning journey;

knowledge is constructed based on experiences. As events occur, each person reflects on their

experience and incorporates the new ideas with their prior knowledge (Kurt, 2021). This approach

combines self-study with asynchronous interactions to promote learning, and it can be used to

facilitate learning in traditional on-campus education, distance education, and continuing education

(K12academics, 2021). According to Murphy, Rodríguez-Manzanares & Barbour (2011) the

opportunity of delayed response allows learners to use their higher order learning skills as they can

keep thinking about a problem for an extended time and may develop divergent thinking. The

spontaneity of expression is replaced by a constructed response. Therefore, asynchronous space leads

to a self-paced, independent, student-centered learning. Hence, Lin, Hong & Lawrenz (2012) stated
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that asynchronous e-learning can scaffold students’ previous knowledge with new concepts. Huang

& Hsiao (2012) said that less reliance on memory, notes, and more opportunity of discussions with

peer groups help build critical thinking and deep learning.

One of the challenges of asynchronous learning includes, communication loses all the subtle

clues which generally guide and shape face to face discussion – tone of voice, facial expression, body

language, the ability to interject spontaneously or to ask for immediate clarification. These

constraints can lead to misunderstandings and frustration. For discussions which benefit from swift

response, a real-time conversation may be more appropriate (Meyer, 2020).

If students are working collaboratively, the extended timeframe of an activity and the time lag

between other students’ contributions can make activities seem disjointed, and students can forget

their train of thought or lose interest. This is where setting deadlines for contributions and making it

clear how the outcomes of the task will feed into the next activity, can help (National STEM

Learning Centre, 2021).

Online collaborative learning (OCL) is a theory proposed by Linda Harasim that focuses on

the facilities of the Internet to provide learning environments that foster collaboration and knowledge

building. Harasim describes OCL as: a new theory of learning that focuses on collaborative learning,

knowledge building, and Internet use as a means to reshape formal, non-formal, and informal

education for the Knowledge Age. Like Siemens, Harasim sees the benefits of moving teaching and

learning to the Internet and largescale networked education (Harasim, 2012).

Asynchronous discussion tools can support the process of assessment for learning and

assessment of learning to enhance student learning. It can be used in classroom assessment to

determine “what students are learning in the classroom and how well they are learning”. Classroom

assessment can provide instructors with immediate feedback to promote student learning and

progress and help students take ownership of their learning. Student awareness and practice in
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classroom assessment techniques can support higher order thinking and skills. Techniques for

classroom assessment “require learners to engage in simple acts of metacognition to reflect on and

assess their own understanding of the content they are learning”. Learners need regular practice in

assessment to become self-monitoring and independent. Online learners need to manage their own

learning through self- and peer-assessment, discovery learning, reflection, and articulation. Students

need to take an active role by planning, monitoring, and then reflecting and evaluating not only the

learning tasks but the processes of learning as well. These processes require a learning environment

that supports this active student role. online discussion technology gives the ability to every learner

to respond to questions, participate equally, and offer a potential to support the co-construction of

knowledge through meaningful discourse (Liang and Alderman, 2007).

The threats we face are becoming more interlinked as the globe grows more interconnected.

The COVID-19 epidemic has crossed national borders and is still spreading. It has impacted people

of all nationalities, educational levels, income levels, and genders. However, the same cannot be said

for the consequences, which have negatively affected the most vulnerable the hardest. Education is

no different. Students from wealthy families, with their parents' support and an eagerness to learn,

may be able to make their way past closed school doors to alternative learning opportunities. When

schools closed, those from low-income families were frequently left out. As a result of the lockdowns

in response to COVID-19, traditional schooling has been disrupted, with widespread school closures.

While educators have worked hard to ensure learning continuity throughout this time, children and

students have had to rely more on their own resources to continue studying remotely via the Internet,

television, or radio. Teachers had to adjust to new pedagogical concepts and techniques of delivery

that they may not have been educated for. Learners from the most marginalized groups, who lack

access to digital learning tools or the resilience and engagement to learn on their own, are especially

vulnerable to falling behind.

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 According to Daniel (2020) in his article “Education and the COVID-19 pandemic”, the most

important adjustment, for those used to teaching in classrooms in real time, is to take advantage of

asynchronous learning. For most aspects of learning and teaching, the participants do not have to

communicate simultaneously. Asynchronous working gives teachers flexibility in preparing learning

materials and enables students to juggle the demands of home and study. Asynchronous learning

works best in digital formats. Teachers do not need to deliver material at a fixed time: it can be

posted online for on-demand access and students can engage with it using wikis, blogs, and e-mail to

suit their schedules. Teachers can check on student participation periodically and make online

appointments for students with particular needs or questions. Creating an asynchronous digital

classroom gives teachers and students more room to breathe. Similarly, video lessons are usually

more effective—as well as easier to prepare—if they are short (5‒10 minutes). Teachers might also

wish to flag relevant online courses to their students.

Since the start of the pandemic, the Iloilo City Community College has followed government

policies and directives. The ICC College supports the youth of Iloilo City who are part of the

society's vulnerable community. Technology was used as a medium for implementing the alternative

teaching method. However, not all students will be able to use digital devices. Most of the students

returned to their home in the provinces and large percentage of them do not have access to the

internet. Furthermore, internet speed and internet connectivity in some areas at times are weak, poor,

and irregular. As an institution's response in reassuring students’ education, the college use

asynchronous learning, which works best in digital formats, to expand their capacity to teach

remotely. Learning should involve a variety of assignments and work that places COVID-19 in a

global and historical sense, in addition to the usual classroom subjects.

With this, there is a need for the college to have data on the challenges encountered by ICCC

students in the conduct of asynchronous learning approach during this time of pandemic as a baseline
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data that will help ICCC administration and teachers develop a more holistic, student-centered

teaching and learning approach in this new teaching method. These challenges were referred as the

problems and struggles faced by the students before, during and after asynchronous learning.

According to Alrushiedat and Olfman (2012), online discussions show promise for improving

students’ learning.

Age Challenges of students in

Sex Asynchronous Learning
Year Level Approach
Academic Standing

Figure 1. Paradigm of the Study

This study seeks to answer the following:

1. What are the top 5 challenges encountered by Bachelor of Science in Tourism Management

students in asynchronous learning approach when taken as a whole and classified according

to age, sex, year level and academic standing?

2. What is the level of challenges encountered by Bachelor of Science in Tourism Management

students when taken as a whole and classified according to age, sex, year level and academic

standing?

3. Is there any significant difference in the challenges encountered by Bachelor of Science in

Tourism Management students when taken as a whole and classified according to age, sex,

year level, and academic standing?

Based on the preceding problems, the researchers formulated the following hypothesis to

guide the study:

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 There is no significant difference in the challenges encountered by Bachelor of Science in

Tourism Management students when taken as whole and classified according to age, sex, year level

and academic standing.

MATERIALS AND METHODS

This study will utilize the quantitative research design. According to McCombes (2020),

descriptive research aims to accurately and systematically describe a population, situation or

phenomenon. It can answer what, where, when and how questions, but not why questions. This

descriptive study will be conducted from May to June 2021 involving 136 population of

Bachelor of Science in Tourism Management students from first year up to fourth year of Iloilo

City Community College enrolled in 2nd Semester A.Y. 2020 – 2021 with a 6.54 confidence

interval and 95% confidence level. Stratified random sampling will be used to create a non-bias

survey through the use of google forms that will be sent via messenger and BSTM Facebook

page. Slovin’s formula will be used to determine the required number of respondents. A

researcher made survey questionnaire will be used to gather the appropriate data from the

respondents. Together with the questionnaire is the personal data sheet to gather the personal

profile of the respondent’s name, age, sex, year level and their first semester general average. It

will be validated and pilot tested on those students who are not part of the sample population.

Part 1 involves the personal profile of respondents and Part 2 is the rating questionnaire to

determine the challenges of the Bachelor of Science in Tourism Management students towards

asynchronous learning.

A request letter to conduct the study will be sent to the Office of the Department Head to

allow the researcher to gather the information and data needed in the study. When all the

questionnaires are accomplished, the researchers will retrieve them and express gratitude to the
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students-respondents. The data will be tabulated, analyzed, and interpreted using the appropriate

statistical analysis which are mean, standard deviation, frequency count and percentage, and

ANOVA. The mean will be used to describe the level of challenges, the standard deviation will

be used to determine the homogeneity as well as heterogeneity of the level of challenges, the

frequency count and percentage will be used to describe the personal profile of the students in

terms of age, sex, year level, and academic standing, and the ANOVA will be used to determine

the significant difference among the variables.

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INSTRUMENT

Dear Respondent:

We are conducting a study entitled “Asynchronous Learning Approach: Challenges

Among Iloilo City Community College Students”.
We are asking for your kind help and cooperation to provide the needed data. Thank you for
giving a part of your time.

I. Personal Data Sheet

Directions: Please put a check mark (/) or fill in the needed information.

1.Year
1st year ( )
2nd year ( )
3rd year ( )
4th year ( )
2. Sex
Male ( )
Female ( )
3. Age:
20 years old below ( )
21-30 years old ( )
31 years old above ( )
4. Academic Standing (General Average on First Semester):
3.0 – 2.6 ( )
2.5 – 2.1 ( )
2.0 – 1.6 ( )
1.5 – 1.1 ( )
1.00 ( )

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Part II. Questionnaire

Direction: Please put a check (/) as a response for each statement below.

5 – Strongly Agree 4 – Agree 3 – Undecided 2 – Disagree

1 – Strongly Disagree

5 4 3 2 1
Challenges on Asynchronous Strongly Agree Undecided Disagree Strongly
Learning Approach Agree Disagree

Before Asynchronous Learning

1. Lack of motivation in attending
asynchronous class.
2. Need of gadgets like laptop,
cellphone, other devices and
internet to access lessons in
asynchronous learning.
3. Poor signal and limited internet
data delays the opening of
learning guide.
4. Students are late in attending
asynchronous learning.
5. Students need to feel connected
to school.
6. Students should feel competent
and convenient in their studies.
7. Student learn best under
asynchronous method.
8. Asynchronous learning enhance
student motivation to learn.
9. Students need family support
for their studies.
10. Students are responsible for
their learnings.
During Asynchronous Learning
1. Sending file/documents of
group discussion through Gmail,
Fb page, Google classroom, etc.
help me improve my
understanding of the subject.
2. Doing task on asynchronous
learning guide decrease my
interest towards the lesson I do
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not understand.
3. Lack of interaction between
students and teachers.
4. Students collaborate in
answering the quizzes in the
learning guide.
5. The length of the discussion
and interaction in learning guide
is too short.
6. It is hard to focus on the
discussion in the learning guide.
7. The lessons in the learning
guide are difficult to comprehend
because of the limited time.
8. Students feel exhausted in
reading the learning guide.

9. Students feel overwhelmed in

doing the learning guide activity.

10. Students cannot focus on the

learning guide because of jargon
words.
After Asynchronous Learning
1. Lack of real time feedbacks to
questions.
2. Students have difficulty in
complying all the activities in
learning guide because of little
understanding.
3. Students feel anxious/worried
of their answers on the activities
because of teacher’s high
expectations.
4. Students cannot pass their
activity on time because of some
factor like electricity interruption,
no internet connectivity, have
work and the likes.
5. Students feel depressed to
function when they did meet
expectation.
6. Asynchronous learning increase
and improve student critical
thinking ability.
7. Communication between
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teachers and learners can be
difficult due to the general sense
of being isolated and
disconnected.
8. Course material may be
misunderstood or have the
potential to be misconstrued
without the real-time interaction.
9. Students may feel less
personally exchanged and less
satisfied without the social
interaction between their peers
and instructors.
10. Asynchronous learning
doesn't offer the ability for real
time discussions and live
interaction.

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