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Facilitating Flexible Learning: A Study of Students' Perceptions of Synchronous and Asynchronous Blended Learning

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Title: Facilitating Flexible Learning: A Study of Students' Perceptions of Synchronous and Asynchronous Blended Learning
Language: English
Authors: Enny Susiyawati (ORCID 0000-0002-3310-2287), Erman Erman (ORCID 0000-0002-8985-156X), Dyah Astriani (ORCID 0000-0003-3299-8509), Dwi Anggoro Rahayu (ORCID 0000-0002-9831-6294)
Source: Journal of Education and e-Learning Research. 2024 11(2):422-434.
Availability: Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Attitudes, Experiential Learning, Undergraduate Students, Blended Learning, Time Management, Flexible Scheduling, Instructional Materials, Program Evaluation, Foreign Countries
Geographic Terms: Indonesia
ISSN: 2518-0169
2410-9991
Abstract: This study explored students' perceptions of the implementation of synchronous and asynchronous blended learning. The current case study investigated 78 undergraduates who enrolled in a course while involved in an experiential learning program called "Merdeka Belajar-Kampus Merdeka" (MBKM) or independent learning on an independent campus. Quantitative and qualitative data were collected in this study using surveys and interviews. The quantitative information was analyzed using descriptive statistics whereas thematic analysis was adopted to analyze the qualitative data. The five dimensions of flexible blended learning, including place, time, service, technology and pedagogy were adopted as a framework for this study. The findings suggested that synchronous and asynchronous blended learning could provide flexible learning regarding place, time, service, technology and pedagogy to support students' learning and participation in the MBKM program. According to students, facilitating factors for the flexibility of synchronous and asynchronous blended learning include providing accessible learning materials, the possibility of time negotiation, providing various ways for social interactions, aligning topics or activities between the course and the MBKM program, small group settings, giving clear feedback and minimal scheduling changes. These factors must be considered when optimizing synchronous and asynchronous blended learning implementations.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1430559
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Facilitating Flexible Learning: A Study of Students' Perceptions of Synchronous and Asynchronous Blended Learning
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  Data: <searchLink fieldCode="AR" term="%22Enny+Susiyawati%22">Enny Susiyawati</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3310-2287">0000-0002-3310-2287</externalLink>)<br /><searchLink fieldCode="AR" term="%22Erman+Erman%22">Erman Erman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8985-156X">0000-0002-8985-156X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dyah+Astriani%22">Dyah Astriani</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3299-8509">0000-0003-3299-8509</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dwi+Anggoro+Rahayu%22">Dwi Anggoro Rahayu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9831-6294">0000-0002-9831-6294</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+e-Learning+Research%22"><i>Journal of Education and e-Learning Research</i></searchLink>. 2024 11(2):422-434.
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  Data: Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com
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  Data: <searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Management%22">Time Management</searchLink><br /><searchLink fieldCode="DE" term="%22Flexible+Scheduling%22">Flexible Scheduling</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: 2518-0169<br />2410-9991
– Name: Abstract
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  Data: This study explored students' perceptions of the implementation of synchronous and asynchronous blended learning. The current case study investigated 78 undergraduates who enrolled in a course while involved in an experiential learning program called "Merdeka Belajar-Kampus Merdeka" (MBKM) or independent learning on an independent campus. Quantitative and qualitative data were collected in this study using surveys and interviews. The quantitative information was analyzed using descriptive statistics whereas thematic analysis was adopted to analyze the qualitative data. The five dimensions of flexible blended learning, including place, time, service, technology and pedagogy were adopted as a framework for this study. The findings suggested that synchronous and asynchronous blended learning could provide flexible learning regarding place, time, service, technology and pedagogy to support students' learning and participation in the MBKM program. According to students, facilitating factors for the flexibility of synchronous and asynchronous blended learning include providing accessible learning materials, the possibility of time negotiation, providing various ways for social interactions, aligning topics or activities between the course and the MBKM program, small group settings, giving clear feedback and minimal scheduling changes. These factors must be considered when optimizing synchronous and asynchronous blended learning implementations.
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      – Text: English
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        PageCount: 13
        StartPage: 422
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Experiential Learning
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Blended Learning
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      – SubjectFull: Time Management
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      – SubjectFull: Flexible Scheduling
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      – SubjectFull: Instructional Materials
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      – SubjectFull: Program Evaluation
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Indonesia
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      – TitleFull: Facilitating Flexible Learning: A Study of Students' Perceptions of Synchronous and Asynchronous Blended Learning
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