THE EFFECTS OF WEBINARS ON BA COMMUNICATION STUDENT’S BEHAVIOR

AND ENGAGEMENT

A THESIS PRESENTED TO

TE FACULTY OF THE COLLEGE OF ARTS AND SCIENCES

UNIVERSITY OF NORTHERN PHILIPPINES

IN PARTIAL FULFILLMENT

OF THE REQUIREMENT FOR THE DEGREE OF

BACHELOR OF ARTS IN COMMUNICATION

BY

DURAN, MARK ADONELL T.

RIVERA, VANESSA S.

ALGARA, JOSEPH A.

I
 TABLE OF CONTENTS

Chapter Page

I. THE PROBLEM

Introduction………………………………………………………… III

Statement of the Problem………………………………………….. IV

Significance of the Study…………………………………………… V

Scope and Delimitation…………………………………………….. V

Review of Related Literature………………………………………. VI

Theoretical Framework……………………………………………... XIV

Definition of Terms…………………………………………….......... XV

Methodology………………………………………………………….. XVI

a. Research Design

b. Research Method

c. Data Sources

d. About the Researcher

e. Data Analysis

II
 CHAPTER 1

THE PROBLEM

INTRODUCTION

Bringing technology into classrooms has had a positive impact on the quality of

education delivered. Technology now have an ubiquitous power in education. Advanced

technology has become an integral part on the lives of a society. It helps teachers and learners

during the educational process because it has become a knowledge transfer in most countries all

throughout time. Technology integration nowadays has gone through innovations and

transformed societies that change the way people think, work and live.

The ubiquity of technological development is considered as a reality today which is a fact

that is reflected in society. In the educational field, technological progress is reflected in the

development of the so-called information and communication technologies (ICT) which directly

influence the development of teaching and learning processes since they improve and promote

innovative pedagogical actions, as well as generate new learning spaces especially with a new

learning approach. The need for education updating was required because of the fast advances in

technology since students need to learn at any time, and any place was in its way to be achieved.

Among the pedagogical actions based on ICTs is e-learning, which is defined as the

pedagogical act that takes place online with the use of the Internet and technological devices,

whether mobile or not, with synchronous or asynchronous connection. The use of ICTs today,

coupled with the global crisis being experienced by COVID-19, makes e-learning a necessary

teaching method. This implies the application of new didactic strategies and pedagogical

approaches (Guererro, et.al, 2020).

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 Since the beginning of the COVID-19 pandemic, Universities around the world are

taking rapid actions to ensure students learning continuity and secure the well-being of their

students. The global decision to close the educational institutes was rational to keep social

distancing to stop its spread. The COVID-19 pandemic situation has impacted the entire

education system, especially universities, and brought a lot of change and a new phase in

education. As a result, education has changed dramatically, with the distinctive rise of e-learning,

whereby teaching is undertaken remotely and on digital platforms.

The e-learning method becomes a pedagogical tool that innovates and facilitates access to

learning for the whole educational society. This new approach of teaching is indeed a great help

to continue the educational journey of learners despite the increasing risk of the Covid-19

pandemic. Its flexibility in terms of location, time, effort and costs, makes it the most appropriate

option for training and evaluating students during the educational crisis. The interactions of

today’s learners with different sorts of technology for various purposes enabled them to be active

recipients of e-learning.

Seminars have been used as a teaching method because of their value in engaging

students in the teaching and learning process. In every seminar engagement, they may not teach

explicitly but they can create situations and raised questions that require students to think and

analyses using their higher level thinking skills to understand the underlying meaning of what is

the topic is all about. This activity classes have promoted intellectual curiosity, independent

learning and involved students as a valuable source of knowledge-sharing using their background

knowledge to find ‘the truth’ (Bates, 2016). Thus, students are viewed as contributors in shaping

reality and finding truth by bringing their experience, identity, and values into the learning and

teaching process.
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 According to Dewey’s Principles, it emphasizes that teachers should not spoon-feed

knowledge to their students but create opportunities for experience in which students interact,

form and reflect on their knowledge with the help of teachers working as facilitators and guides,

which in turn supports students ’active engagement. In this matter, seminars promote critical

reading and writing skills as participants read a wide range of sources and synthesize data that

serves the purpose of the seminar. Moreover, they provide a platform for researchers, teachers or

students to share their findings of research and present it in public while receiving regular

feedback from the attendees through discussion. As a result, it increases participants’ knowledge

of other’s research findings and create an intellectual atmosphere in the work or study place and

thus ensure keeping participants up-to-date with the current issues in the field of discussion

(Illinois, 2015).

Consequently, communication, management and presentation skills are improved through

facilitating and attending seminars and for those attendees of seminar, who are not fans of

reading, it offers a great way of gaining information. Seminars have been investigated for their

effectiveness in different fields like education, medicine, business, and at different levels: school,

university or professionals. In addition, seminars are convenient for professionals, who needs to

be up-to-date in their field, need a platform to discuss issues and concerns and have less time to

do all of the research on their own.

The seminar’s effectiveness was increased by taking into account the participants’

learning styles as school staffs planned their schools’ strategic plans taking into account their

preferences, weaknesses and strengths, which made their strategic plans accessible and practical.

To sum up, seminars can have positive effects on different individuals and for different fields

taking objectives of seminars and the particular field into account.

V
 As a result, the shift of online learning produces and presented Webinars which have

been very useful in replacing seminars in education since the face to face classes are temporarily

closed. Webinars as the e-learning or digital learning method of seminars has increased its use

and application in the teaching and learning processes due to the period of confinement that is

occurring due to COVID-19. The higher education systems opted for webinars to replace the

face to face seminar teaching for the mean time amidst the global pandemic to secure the safety

of both teachers, learners and participants.

Webinars are digital methods for delivering training and education via synchronous video

contact between training instructors and participants who are located away. A webinar is a type

of online conferencing that is used for the purpose of learning and teaching. Due to the

developing situation, the COVID-19, webinars have recently attracted increased attention.

Nowadays, digital technologies are frequently used for training and human resource

development. One of several technology training tools is the webinar. Digitalization is a

worldwide movement that has changed how training and adult education are conceived,

provided, and implemented.

Learning and innovation go hand in hand. New ideas and expectations are the new

normal in our sector, thanks to the changes that are occurring. You have the option to develop,

establish, and work toward a new normal in your program now. You can create new goals for

yourself and prepare for new requirements.

Turning teaching materials into digital format at short notice has been a challenge as few

teachers have strong digital and ICT skills. The synchronization and modality of learning

environments can be characterized. To begin, synchronicity relates to the timing of students'

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interactions with their instructors. Asynchronous learning settings provide for temporally

delayed and indirect contact, whereas synchronous learning environments allow for simultaneous

and direct connection. Second, in a learning setting, modality refers to the way of delivery.

Online environments provide for technology-enhanced learning through the use of the Internet or

computer equipment, whereas offline contexts allow for traditional instruction without the use of

digital tools or infrastructure.

One webinar activity initiated by the students of Bachelor of Arts in Communication and

partnership with the officers of Students of Arts and Sciences Organization (SASO) of College

of Arts and Sciences at University of Northern Philippines is the COMMference 2021. It is a

webinar series promoting digital literacy as a platform for social change which focuses on four

different modules; (1) COMMPACT, (2) COMMENT, (3) COMMPASS and (4) COMMBAT.

The global pandemic has forced people to enter the virtual world which heightens the need for

digital literacy. With this matter, the researchers decided to investigate and determine the

effectiveness of Webinars specifically on COMMference 2021 on BA Communication Students.

STATEMENT OF THE PROBLEM

The study entitled “The Effectiveness of Webinars to Bachelor of Arts in Communication

Students” aims to seek the empirical knowledge of BA Communication students about the

effectivity of COMMFERENCE 2021 Webinar.

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1. What are the factors that determines the effectiveness of webinars specifically in terms

of?

a. Organizational Aspect. Whether organizers have taken all steps for smooth online

programme with the webinar?

b. Efficiency of Resource Persons. Whether the resource persons are efficient to deliver

during the webinar?

c. Instructional Design and Delivery. Does instructional design and delivery strategy

used are appropriate in webinars?

d. Learning Outcomes and Feedbacks. What are the learning outcomes or feedback

related to the webinar?

2. What are the difficulties and challenges encountered by the students during the Webinar?

a. Computer Literacy. Whether the student able to comprehend and apply fundamental

computer skills?

b. Connectivity and Digital Devices. Whether participants are disrupted due to poor

connectivity and lack of social software and well-functioned devices.

3. Attitude of BA Communication students towards webinars?

a. Dissatisfaction and Attrition. Whether learners/participants prepare and settle for their

learning goals, manage time, and find resources?

b. Lecturer’s Quality and Presentation outcome. Does the lecturer/instructor competent

user of presentation software and confident in the use of webcasting technology?

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SIGNIFICANCE OF THE STUDY

The study is conducted in order to determine the terms of the effectiveness of Webinar in

BA COMMUNICATION students. Giving people what they desire isn't nearly as effective as

teaching them what they require. This "webinar" is an interesting approach to learn. The study

was also conducted to encourage BA COMMUNICATION students to persevere, remain patient,

and engage in webinars during these trying periods. The researchers also hope to create a non-

biased overview of all Communication students' attitudes of Virtual Graduation, both positive

and negative. This study will be beneficial not just to the project's proponents, but also to future

studies that may be related to the study.

SCOPE AND DELIMITATION

The study aimed to determine the effectivity of webinars to BA Communication Students

at University of Northern Philippines who completely participated on the recently concluded

COMMference 2021. COMMference 2021 is a webinar series promoting digital literacy as a

platform for social change initiated by the students of Bachelor of Arts in Communication and

partnership with the officers of Students of Arts and Sciences Organization (SASO). It focuses

on four different modules; (1) COMMPACT: The Key to Becoming a Mobile Journalist,

(2)COMMENT : Speaking Through Citizen Journalism, (3) COMMPASS: Digital Citizens'

Guide on Responsible Journalism and (4) COMMBAT: How to Break Free from Infodemic. The

global pandemic has forced people to enter the virtual world which heightens the need for digital

literacy, thus, the researchers wants to determine the effectiveness of Webinars specifically on

COMMference 2021 on BA Communication Students.

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REVIEW OF RELATED LITERATURE

Technology has become trend and intensified since the pandemic began. People are

living already in the so called new normal. Virtual gatherings, meetings, and activities is the new

trend. The webinar is one of many technological training tools. According to Gegenfurtner and

Ebner (2019), webinar is a web-based seminars, in which students and teachers are connected

live across distant geographical locations using shared virtual platforms and interact

synchronously in real time via voice over Internet Protocol and web camera equipment.

In addition, a webinar is a special case of web conferencing that serves the educational

function of learning and teaching. In recent years, webinars have attracted increasing attention

for training purposes (Cornelius, 2014).

The middle of the 1990s witnessed the slow advent of Internet-based education and early

applications of online distance learning (Alnabelsi et al., 2015). Since then, there has been a

significant increase in the number of available e-learning resources and educational technologies

(Ruiz et al., 2006; Gegenfurtner et al., 2019b; Testers et al., 2019), which have gained more

importance in the higher education and professional training contexts (Wang and Hsu, 2008;

Nelson, 2010; Siewiorek and Gegenfurtner, 2010; Stout et al., 2012; Knogler et al., 2013;

McMahon-Howard and Reimers, 2013; Olson and McCracken, 2015; Testers et al., 2015;

McKinney, 2017; Goe et al., 2018). To date, various possibilities regarding the implementation

of e-learningi n educational contexts exist, one of which is the use of webinars—a prototypical

form of synchronous online courses. The most obvious advantage of webinars is the high degree
X
of flexibility they grant to participants. Whereas, traditional face-to-face teaching has locational

limitations—i.e., the tutor and students have to be in the same physical space—webinars can be

accessed ubiquitously via computer devices at students' homes or in other locations (Alnabelsi et

al., 2015; Gegenfurtner et al., 2017; Tseng et al., 2019) without the need for students to travel

long distances in order to participate synchronously in lectures or seminars (Gegenfurtner et al.,

2018, 2019a,c).

On Webinar’s Effectiveness

Webinars are seminars that are performed on the World Wide Web. It can be meetings,

conferences, demonstrations, training or teaching, or events that are designed to give information

either one-way or interactively. Webinars can include video, audio and textual communication.

Once the user has installed the software, they will be invited to join a meeting at an allotted time.

The participant users also need a pair of headphones and a microphone. Once joined, the

participant will find themselves in a virtual classroom or meeting room. One member of the

group will host the meeting while other members can raise points or ask questions through the

hand raising function.

Webinars can also be recorded and referenced at a later time. This function is useful for

reviewing a session or for those that were unable to attend. Webinar sessions can enable students

to engage with one another and collaborate and express their opinions and ideas (Webex, 2015).

The present study reported that participants must have pre-requisite knowledge related to

different online applications as well as theme of the programme so that it helps them to attend it

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smoothly. Organizers must pay attention to the technological skills of the target group before

conducting the programme.

The present study revealed that online programme is budget friendly because participants

can sit in their home and learn. They can easily curtail the cost of travelling and many more but

too long programme creates boredom to the participants. Same findings from the study by

(Dhawan, 2020) that online learning is relatively cheaper mode of education in the terms of

lower cost of transportation, accommodation, and the overall cost of institution-based learning.

The study reported that organizers are doing good in organizing the programmes and online

programmes are good specially in this pandemic situation. Institutions and organizations must

prepare with contingency plans to deal with pandemics and natural disasters (Seville et al.,

2012).

Study by Tull et al., 2017 reported that natural disasters can enhance our motivation for

accepting highly innovative communication technology and e-learning tools. The study indicated

that many resource persons have sound content knowledge but they do not have updated

technological knowledge that creates lot of problem in the online programme. Similar findings

have found from the study by Bhaumik & Priyadarshini, 2020 and Muthuprasad et.al, 2020 that

teachers’ and students’ both are unfamiliar towards online programme are the great obstacles for

online mode of learning.

It is a very positive side of the present study where respondents have accepted that online

programme helps them to enhance their depth of knowledge and they are ready to utilize their

learnt knowledge in their professional field. Even majority of the respondents have reported that

online programmes would transform our education system in the post pandemic era. So, taking

XII
care of the participants’ feedback after each programme, it is the duty of the organizers or the

authority to plan in a better way and motivate more people for future. This pandemic made us

bound to go for situation planning for academic institutions (Rieley, 2020).

On Challenges and Difficulties

The use of webinars for teaching is not trouble free. The presenter may need to devise

methods for keeping and gaining students’ attention. There are various technical issues attached

to the use of webinars. Although relatively simple to use, webinars do still need a level of

computer literacy. It is difficult to judge the mood of the group. For large groups there may be a

lack of interaction between the instructor and the students.

Study also reported that rural population face great difficulty in joining the programme.

Participants clearly reported that there is a disruption in the online programme due to poor

internet connectivity and even technological disruption from the organizers side. Additionally,

Nagar (2020) reported the major factors of effectiveness of online programmes are availability of

digital device, internet connectivity, infrastructural facilities and supporting online mode of

learning. The study also reported that in the online programme participants have lack of

knowledge with all the icons of the online platform and they are creating disturbances in the

smooth conduct of the programme.

Despite the many benefits associated with online learning, some challenges are found.

For example, there is evidence that online learning is related to students’ feeling of isolation and

dissatisfaction and high rates of attrition (Gould, 2011). Online learners need to be autonomous

and make choices, for example, to set their own learning goals, manage time, and find resources.

It takes time for learners to feel comfortable and confident at negotiating the Web and using

XIII
different tools so as to engage in meaningful interaction (Kop, 2011). Although access to Internet

and social software has increased rapidly, it does not imply that technology is always used to its

best advantage (Williams et.al, 2011).

The prevalence as well as the challenges of online learning deserve everyones attention.

According to Collis and Davies (2013), effective online education is the outcome of “a blend of

technology, pedagogy, organization, strategy, and vision”. Similarly, Kester, Kirschner and

Corbalan (2007) mentioned that a powerful online learning environment is multi-media, meaning

that it utilizes written materials, sound, motion in 3 real-time and stored form, and the

environment is connected to resource-rich information and to others.

Moreover, the webinar presentations were time consuming to prepare and put together

due to the restrictions placed on the instructor. Creating a webinar requires more than just

producing a lecture with a few slides. The teacher requires more preparation time for this type of

lecture. Regular teaching through webinars would also allow the teacher to recycle their

presentations in future classes (Beard, 2016). In a classroom-environment a good speaker could

use a few handouts and a whiteboard to get their message across. These options are not available

to the webinar presenter. The instructor needs to be a competent user of presentation software

and be confident in the use of webcasting technology. Although useful, these skills may not be

needed in the traditional classroom environment.

The increasing use of webinars in educational contexts was followed by studies that have

examined the effectiveness of webinars in higher education and professional training under

various circumstances (e.g., Nelson, 2010; Stout et al., 2012; Nicklen et al., 2016; Goe et al.,

2018; Gegenfurtner et al., 2019c). According to Phipps and Merisotis (1999), research on the

XIV
effectiveness of distance education typically includes measures of student outcomes (e.g., grades

and test scores) and overall satisfaction.

A frequently used conceptual framework for evaluating learning environments is

Kirkpatrick's (Kirkpatrick, 1959; Kirkpatrick and Kirkpatrick, 2016) seminal four-level model.

This framework specifies the following four levels: reactions, learning, behavior, and results.

The first two levels are particularly interesting because they can be easily evaluated in training

programs using, for example, questionnaire and test items that assess trainee satisfaction and

learning. A basic assumption is that reactions as affect, such as satisfaction, lead to learning. This

positive association between learning and satisfaction is a cornerstone of Kirkpatrick's model.

However, empirical tests of the predictive validity of this association indicate limited support.

For example, in their meta-analysis of face-to-face training programs, Alliger et al.

(1997) reported a correlation coefficient of 0.02 between affective reactions and immediate

learning at post-test. More recently, Gessler (2009) reported a correlation coefficient of −0.001

between satisfaction and learning success in an evaluation of face-to-face training.

Additionally, Alliger and Janak (1989), Holton (1996), as well as Reio et al. (2017), among

others, offered critical accounts of the validity of Kirkpatrick's four-level model. However,

although Kirkpatrick's model is widely used to evaluate levels of satisfaction and learning in

webinar-based and online training, no test of the predictive validity of a positive association has

been performed to date.

On Students’ Behavior and Engagement

Since the course design is new and in its experimental stage, and there are limited

research studies which directly investigate whether webinar participation affects students’

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behaviors and engagement in online learning, mixed methods approach was adopted in order to

utilize the strengths of both quantitative and qualitative methods to gain a more complete picture.

This is one of the first studies in the field to explore how participation in the webinar predicts

students’ behaviors and engagement in online learning.

Webinar sessions require all the participants to be on-line at an agreed time. This set up is

no different to a normal classroom set up. The difference in the use of webinars is that they are

being used to teach or present to participants at various locations. This factor introduces the issue

of time differences between locations. For the participants, time differences and availability

issues resulted in the sessions starting at 8:30 p.m. This resulted in several of the sessions

finishing after 10:00 p.m. The time differences could result in the students’ feeling tired and

therefore lower participation in the actual lesson (Ahrens et.al, 2015).

E-learning is becoming an ever increasingly popular channel for the delivery of

educational content. The advantages of learning that is detached from a single geographical

location may bring added value to the educational process. Technology and e-learning formats

are being widely adopted in higher education. Asynchronous learning is useful as it provides

participants with the flexibility, they need to manage learning time. This may be an important

consideration at postgraduate level where students may have work and job commitments. It is

difficult though to replace or to imitate face-to-face interaction with asynchronous

communication media.

The use of webinar allows the lecturer to communicate with their students at an arranged

time slot. These sessions can be used to convey information, give feedback to the students and

present a lecture. This allows immediate interactivity that is lacking from asynchronous learning.

XVI
The use of webinar brings the e-learning environment a step closer to the traditional classroom

setting (Chen, 2005).

The main benefits of using webinars in education are many and appear to outweigh the

disadvantages. The student has the possibility of watching a pre-recorded webinar or the chance

to review a webinar session for a second time. This is useful if the student did not fully

understand the content. There may also be cost and time savings through using webinars.

Webinars can reach a large audience without the need of a classroom or travel costs. In relation

to this point, teaching can be done from distant locations. The webinar software is generally

simple to use for both teachers and students. For small group sessions at least, webinars offer

interactivity.

It is considered that webinar software to be a convenient and flexible tool. The tool is

particularly useful for teaching students that are present at various locations. The webinar

experience was rewarding and useful but the experience also caused anxiety at times due to the

possibility of technical issues. The use of such tools may not suit every teacher. Webinars could

have applications in not only e-learning courses but as part of a blended learning course where

full participation is difficult. Webinars though are not a direct replacement for the traditional

classroom environment.

The technology may have limitations for certain situations and subjects. They may prove

to be a good addition to an e-learning course or a blended environment. Webinars as

synchronous communication tool enables instant feedback and introduces a social aspect to on-

line courses. This may help social cohesion within a group of learners. Teaching through webinar

XVII
relies totally on the technology for it to be successful. This may slow its adoption as an

alternative to the traditional classroom environment.

THEORETICAL FRAMEWORK

The study focuses on the Effectiveness of Webinars amongst students. The review is

presented in three subheadings. The first part tackles the webinar's effectivity. The second part

discuss the webinar's challenges and difficulties. The succeeding part explains the students'

behavior and engagement.

According to (Alnabelsi et al., 2015; Olson and McCracken, 2015); The study focused on

comparing levels of learning and satisfaction in webinars, online asynchronous learning

management systems, and face-to-face classroom instruction. A typical problem related to the

examination of webinars and other online environments is small sample size. Consequently, the

findings might be biased by artificial variance induced by sampling error. Another problem

relates to study design: Quasi-experimental studies often have limited methodological rigor,

which can bias research findings and prohibit causal claims. To overcome these challenges, the

present study used meta-analytic calculations of randomized controlled trials (RCTs) comparing

webinar, online, and face-to-face instruction. The objective of the study was to test the predictive

validity of Kirkpatrick (1959) four-level model, particularly the assumed positive association

between satisfaction and learning. The following two research questions were addressed: (a)

Compared to online and face-to-face instruction, how effective are webinars in promoting

learning and satisfaction? (b) What is the association between satisfaction and learning in

webinar, online, and face-to-face instruction?

XVIII
 Without the ability to ask questions and have meaningful class discussions face-to-face,

students miss out on active learning experiences that help them understand and remember

information. The review also found that students who studied online, especially underprepared

and disadvantaged students, would underperform and experience poor outcomes. Grades for

students who already struggle with in-person classes suffer most from the loss of personal

contact with faculty and other students. 

DEFINITION OF TERMS

For better understanding of the study, the following terms are operationally defined.

Webinar. Temporarily simulated or extended by computer software.

Pandemic. Referred to a disease, prevalent throughout an entire country, continent, or the whole

world.

Effectiveness. Adequate to accomplish a purpose; producing the intended or expected result.

E-learning. A type of learning conducted digitally via electronic media, typically involving the

internet.

Flexible Learning. Is a method of learning where students are given freedom in how, what, when

and where they learn.

Remote Learning. It is where the student and the educator, or information source, are not

physically present in a traditional classroom environment. Information is relayed through

technology, such as discussion boards, video conferencing, and online assessments.

Synchronous Learning. It refers to all types of learning in which learner(s) and instructor(s) are

in the same place, at the same time, in order for learning to take place.
XIX
Asynchronous Learning. Is a student-centered teaching method widely used in online learning.

METHODOLOGY

This section of the study deals with the research design, data sources, researcher’s ethical

considerations and data analysis.

a. Research Design

The descriptive research method will be used in this study. The research design is

carefully developed to ensure that the results are valid and reliable. Data will be collected

using Google forms and transmitted via online communication in order to adapt to the

increasing crisis, to ensure the safety, both the researcher and respondents and to let them

freely participate in conducting the data. 

The study will use the descriptive study approach to test the effectiveness of webinars

to BA Communication Students at University of Northern Philippines. The study focused on

the three variables of the study which as follows: (1) effectiveness of webinars (2)

COMMference 2021 and (3) BA Communication Students. The study will explore on what

are the natures of webinars and to determine its effectivity. The research proponents will

conduct online survey questionnaires with the students who are involved and chosen in this

study.

Furthermore, gathering data via internet is sufficient to ensure the study's success.

The global pandemic has forced people to enter the virtual world which heightens the need

XX
 for digital literacy, thus, the researchers want to determine the effectiveness of Webinars

specifically on COMMference 2021 on BA Communication Students.

b. Data Sources

Data are distinct of information, usually formatted in a special way. Strictly speaking,

data is the plural of datum, a single piece of information. In practice, however, people use

data as both the singular and plural form of the word. Research data is data that is collected,

observed, or created, for purposes of analysis to produce original research results (Wilkinson

& Dumontier, 2016).

The researchers will utilize purposeful sampling that is helpful to recruit participants who can

provide in-depth and detailed information about the phenomenon under investigation. It is highly

subjective and determined by the qualitative researcher generating the qualifying criteria, each

participant must meet to be considered for the research study. 

The main instrument in this study that will be used in collecting the data needed in the study

is an online survey form with guide questionnaires through the use of google forms that will be

digitally disseminated with the students who are involved and chosen as a participant of this

study. Respondents will receive link of online survey forms via various mediums such as email,

embedded over website, or social media platforms that will be sent by the researchers where

respondents can respond to the questions according to their experiences.

In this study, BA Communication Students will be asked to participate in the online survey.

Throughout the online survey process in this study, answers will be fostered and valued. The

XXI
researchers wanted the online survey to be explanatory, to flow naturally, and to gather

information about what the respondent’s experienced with the effectiveness of webinars they

participated which focuses on the recently concluded COMMference 2021.

c. Researcher’s Background

The researchers come up with this study as they are aligned with this specialization

which is communication, they are professionally affiliated with it, thus, the study of the

effectiveness of webinars specifically on COMMference 2021 is indeed a relevant study for

the researchers. The group of researchers are incoming fourth year students taking up

Bachelor of Arts in Communication at the University of Northern Philippines, Vigan City,

Ilocos Sur. The researchers come up with this study because it is the current education

system due to pandemic, hence the class of 2021 UNP graduates experience the virtual

graduation, thus, the study of the implication of online commencement exercises to UNP

graduates of class 2021 is indeed a relevant study for the researchers.

In order to ensure that the results of the study to be valid and trustworthy, the ethical

principles in conducting a research study were observed by the researchers. They were as

follows: a.) honesty in all scientific communication; b.) objectivity to avoid bias in the

research methods; respect for intellectual property by honoring patents and copyrights; and c)

confidentiality to protect communications and personal information of the informants.

XXII
d. Data Analysis

For the analysis of this study, transcriptions of google forms sent and humbly

approached to the respondents will be done; translations of the questions and answers in

Iluko will be made; and finally, extractions from survey were also need to be done to

further elicit the information obtained from the respondents. Thematic analysis of the

cases with similar profiles, but different settings, provided insights into diverse ways of

conceptualizing initiatives. Thematic analysis is a good approach where researchers

trying to find out about people’s views, opinions, knowledge, experiences or values

towards the effectiveness of webinars specifically on COMMference 2021. to identify the

cause or source of conflict.

In this study, the researcher treats the evidence fairly to produce analytic conclusions

answering the original “how” and “why” research questions. This analysis helped create an

effective knowledge base for working toward the goal to determine the effectiveness of

webinar workshops on BA Communication Students. Working with the data, one describes,

creates explanations, poses hypotheses, develops theories, and links the story to other stories

(Glesne, 2012).

In using thematic analysis, Khan and Wynsberghe (2010) postulates that it

facilitates the comparison of commonalities and difference in the events, activities, and

processes that are the units of analyses in studies. By identifying similarities and

differences, the researchers seek to provide insight into the issues of the implication of

COMMference 2021 as a Webinar workshop series to determine its effectivity. Studying

multiple analysis make it possible to build a logical chain of evidence (Welker, 2011).

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CURRICULUM VITAE

RESEARCHER PROFILE

Name: Mark Adonell T. Duran

Age: 21 years’ old

Sex: Male

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 Address: Baliw Laud, Santa Maria Ilocos Sur / 2705

Birthdate April 17, 2000

Birthplace Narvacan, Ilocos Sur District Hospital

Name of Father Wilson Duran (deceased)

Occupation: Cook Cruise Ship

Name of Mother Rosemarie Duran

Occupation: Minister of God

Educational Background

Elementary: Santa Maria East Central School

High School: Ilocos Sur Polytechnic State College

College: University of Northern Philippines

CURRICULUM VITAE

RESEARCHER PROFILE

Name: Joseph A. Algara

Age: 21 years’ old

Sex: Male

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Address: Cabaroan Laud, Vigan City Ilocos sur / 2700

Birthdate November 6, 1999

Birthplace Vigan City, Ilocos Sur

Name of Father Juan Algara

Occupation: Farming

Name of Mother Josefina Algara

Occupation: Housekeeping

Educational Background

Elementary: Cabaroan – Cabalangegan Elemen. School

High School: Ilocos Sur National High School

College: University of Northern Philippines

CURRICULUM VITAE

RESEARCHER PROFILE

Name: Vanessa S. Rivera

Age: 21 years’ old

Sex: Female

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Address: Pila, Cabugao Ilocos Sur

Birthdate November 20, 1999

Birthplace Zapat, Sinait Ilocos Sur

Name of Father Frudel Rivera

Occupation: Farming

Name of Mother Leticia Rivera

Occupation: Store owner

Educational Background

Elementary: Dean Leopoldo Yabes Memorial Elemen. School

High School: Sinait, National High School

College: University of Northern Philippines

XXVII
 REFERENCES

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Cornelius, S. (2014), ‘Facilitating in a demanding environment: experiences of teaching in

virtual

classrooms using web conferencing’, Retrieved on July 31, 2021 at British Journal of

Educational Technology, 45, 260–71. https://doi.org/10.1111/bjet.12016.

Webex, J. (2015). ‘Reflections on the use of Webinar Technology’ Retrieved on July 31, 2021 at

http://www.webex.co.uk/faqs.html

Dhawan, S. (2020). ‘Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of

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Seville, E., Hawker, C., Lyttle, J. (2012). ‘Resilience tested: A year and a half of ten thousand

Aftershocks’, University of Canterbury Retrieved on July 31, 2021

Tull, S. P. C., Dabner, N., & Ayebi-Arthur, K. (2017). ‘Social media and e-learning in

XXVIII
 response to seismic events: Resilient practices. Journal of Open, Flexible and

Distance Learning’ Retrieved on July 31, 2021.

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Kop, R. (2011). ‘The challenges to connectivist learning on open online networks: Learning

experiences during a massive open online course. The International Review of Research in Open

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 powerful electronic learning environments: Introduction’, Computers in Human

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Ahrens, A., Zaščerinska, J., Melnikova, J., Ramar, H., Clipa, O., & Andreeva, N. (2015,

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Beard, C. (2016). ‘Pros and Cons of Webinars’. Retrieved on July 31, 2021 at

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Chen, N. S., Ko, H. C., Kinshuk*, & Lin, T. (2005). ‘A model for synchronous learning using the

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