TICE y enseñanza aprendizaje

Students’ thoughts when adapting from face-to-face to synchronous and asynchronous classes

Dulce Brenda Méndez Rojas *
Universidad Veracruzana / CETIS 146

Introduction

When the global pandemic (COVID-19) occurred, people were not prepared for it. Several things changed, some of them had to be adapted such as education. The solution for institutions was to have virtual classes which implicated that teachers and students had to work online. Migrating from face-to-face classes to synchronous and asynchronous lessons has been a challenge for some learners. The objective of this research is to explore students’ thoughts when adapting from face-to-face to synchronous and asynchronous classes. This will help teachers to know what students think about virtual classes; then, teachers can find solutions to students’ concerns. The study was made in a Language Center that belongs to the Universidad Veracruzana in Mexico with two groups of English students in basic levels; they were a total of 53 participants that were between 16 and 25 years old. Two questionnaires were applied, one at the beginning of the pandemic and one at the end of the course, both using a Likert scale. The results were analyzed by content analysis and they were administered using Google forms. The results showed that synchronous and asynchronous classes have had a positive impact on learners as they have offered working with supplementary and authentic material, social networks and multimedia.

Justification

COVID-19 forced education to adapt face-to-face classes to continue with teaching and learning. For that reason, synchronous and asynchronous classes were implemented in the majority of schools. The adaptation that students had was a concerned for teachers as a number of them experienced this model of instruction for the first time.

I. Context of the research

A research was conducted at the Universidad Veracruzana (UV) which is a public university in the state of Veracruz that offers a variety of bachelor’s degrees. There are six language centers that belong to this university; they are distributed in the state of Veracruz. They offer language courses to students enrolled in bachelor’s degrees or any person who is at least 16 years old. The semester started in February with face-to-face classes; due to COVID-19, students had synchronous and asynchronous classes for the rest of the semester. This study was conducted at the Language Center Orizaba in two groups: a Basic English 1 group(A1) and a Basic English 2 group (A1+). The 53 participants of this study were between 16 and 35 years old, there were 28 in the Basic English 1 group and 25 in the Basic English 2 group.

The objective of this research was to explore students’ thoughts when adapting from face-to-face to synchronous and asynchronous classes. The research question formulated was: What thoughts do students have when adapting from face-to-face to synchronous and asynchronous classes?

II. Literature review

Synchronous communication requires having virtual office hours and working online; education adopted this model of communication in which students had to take a lesson in real time. In 2020, COVID-19 changed people’s lives; education had to be adapted from a face-to-face model of instruction to online classes or synchronous and asynchronous classes (Moorhouse, 2020); in other cases only asynchronous instructions were taken due to the lack of internet access, computer or cellphone to take the lessons.

Having synchronous and asynchronous lessons let learners to have a flexible schedule they have the opportunity to take the synchronous class in different places each time (Zhao & Watterston, 2021). However, synchronous classes presented some disadvantages such as getting the class at the original time that the class was scheduled, moderate large groups or discussions, lack of instant feedback, being absent or lack of social interaction (Branon, 2001). Moreover, few students joined to the synchronous class and their participation was low but they preferred the text chat function (Moorhouse, 2020).

On one hand, teachers faced difficulties when working with technology as there was lack of infrastructure or internet access. On the other hand, learners had difficulties with the classroom management or getting help with technology from friends or family members. Teachers and learners were not prepared for distance education as courses were offered to be face-to-face (Sari & Nayır, 2020). Both of them had problems with internet access, lack of appropriated computers, cellphones or the necessary equipment to be connected in a class and lack of knowledge about how to use technology or devices (Özüdoğru, 2021; Mailizar et al, 2020).

When teachers and students work in a face-to-face class need less assistance and guidance from the teacher (Yamagata-Lynch, 2014). Although, online classes require support from the teacher (Borup, Chambers & Stimson, 2019); nevertheless, a number of students mentioned that there was lack of support from their online teachers (Borup, Chambers & Stimson, 2019). In synchronous and asynchronous classes, a computer can be considered to have the role of tutor because it provides material, feedback, and tasks that can be self-evaluated (Kern & Warschauer, 2000). For that reason, technology has worked as a tool for language teachers as learners as it can be used to create collaborative language environments in which students can practice (Butler-Pascoe & Ellen, 1997).

One of the roles of a computer conferencing instructor is to help students understand easily the system and software that is used; in other words, the facilitator needs to explain the technology used (Berge, 1995).

Having this changed in education, demanded teachers to motivate students to work in this new class dynamic and help them understanding how it worked. For that reason, teachers should engage students to work on tasks that are not done during class (Balçikanli, 2010). There are autonomous learners that get benefits when using social networks as they can find information based on their interests. It also promotes motivation, creativity and communication (Saienko, semyda and Akhmad, 2020). To motivate students, teachers had to use supplementary materials such as flashcards; pictures, music, realia and video are used (Dodd et al, 2015) as well as social networks, multimedia and supplemental material.

Social networks (Facebook, e-mail, etc.) have taken importance as it lets people to communicate massively, interact or share material or information, in particular with young people and students when they are not in a classroom (Brady et al, 2019; Grosseck, 2009; Hamid et al, 2009; Silius et al, 2010; Derakhshan & Hasanabbasi, 2015). Moreover, social networks offer users to be in different places without affecting communication (Sadiku, Omotoso & Musa, 2019).

Social networks are also used to promote language skills when teaching and learning foreign languages (Harrison & Thomas, 2009). They are considered a tool for teachers and students to learn efficiently, provide practice on different aspects of the language. They also have different sources of the language such as pictures, videos, movies, listening, readings that are used to train and promote interaction. (Motteram & Sharma, 2009). Bolano (2017) mentions that using social media in education offers the use of different applications but it demands critical thinking and being competence to evaluate real scenarios and authentic learning skills. Saienko, Semyda and Akhmad (2020) state: “Social networks provide unique opportunities for students’ immersion into real situations, for creation of language speaking environment and supporting synchronous and asynchronous interaction”. Social networks are a tool for teachers and students to learn efficiently, provide practice on different aspects of the language. They also have different sources of the language such as pictures, videos, movies, listening, readings that are used to train and promote interaction. (Motteram & Sharma, 2009).

Students have benefits when working with authentic materials in the classroom as they have real language and context which motivates learners as they improve their use of the language, they are expose to different types of texts (Berardo, 2006).

Multimedia is attractive for visual learners when they learn languages as they can use a picture to describe it, to improve their critical thinking, to use their imagination for a story telling or they can watch a video with no sound nor subtitles or they can listen to a song or a conversation and feedback and training can be provided by the teacher (Tafani, 2009). When students work with multimedia in a classroom motivation is built while doing different activities to improve accuracy and fluency (Tafani). Furthermore, using YouTube videos in language teaching and learning has a positive impact on students to improve their performance, to understand better the lessons. Using this type of supplemental material helps students to deal with difficulties in English courses (Almurashi, 2016).

A research made in the United States in a community college before and after COVID 19 showed that students preferred having face-to-face meetings and classes taught partially online (do online homework by using platforms) rather than have online and asynchronous classes. They argued that they had more benefits when working online with platforms to do homework and from face-to-face classes. It is important to mention that participation in any type of classes did not differ (Ozkan & Budak, 2021). After adapting from face-to-face classes to online classes, students preferred online homework platforms and they started using the components offered in the online class (Ozkan & Budak, 2021).

III. Methodology

Due to the current worldwide problem related to COVID-19, life has changed in different areas included education. For that reason, a research was conducted to explore students’ thoughts when adapting face-to-face to synchronous and asynchronous classes. This study started in February, 2020 and ended in June 2020 (one semester); the participants were part of an English basic 1 group and an English basic 2 group in the Language Center Orizaba that is part of The Universidad Veracruzana (UV). In February, they had face-to-face classes but in March they started having synchronous and asynchronous classes. At this time, a preliminary questionnaire was applied to know how they felt and what they thought about changing from face-to-face to synchronous and asynchronous classes. At the end of the course, a final questionnaire was applied to know how their previous perspective changed after having such experience. The results are analyzed by comparing the results of the preliminary questionnaire and the final questionnaire. This study is an action research because the researcher identifies a problem, then she decides how to take action and implements. After that, content analysis was used to analyze the different categories that emerged.

Participants

There were 28 participants in the Basic English 1 group (A1); they were between 16 and 35 years old. It was the first time in an English course at the Language Center Orizaba as it was a starting level. The second group had 25 participants that belonged to a Basic 2 English group (A1+); they were between 16 and 25 years old and it was the second time taking this type of course at the Language center Orizaba. It gives a total of 53 students who participated in this research.

Instruments

Two questionnaires were used for this study; one preliminary questionnaire applied in March, when the synchronous and asynchronous classes started and one final questionnaire applied at the end of the semester (students were still working online). The preliminary questionnaire had 19 questions that used a Licker scale; the objective of this questionnaire was to know how students felt and what they thought about changing from face-to-face to synchronous and asynchronous classes. The final questionnaire had 18 questions and, also, used a Liker scale; the objective of it was to know how students’ previous perspective changed after having synchronous and asynchronous classes. The questionnaires were applied by using Google forms because participants had synchronous and asynchronous classes.

Data collection and analysis

This is a qualitative research as it is a social phenomenon in which the researcher does not manipulate the information and focuses on the perceptions of the participants. This study is an action research because of the different phases it has: a) the researcher observes and identifies a problem; b) actions to be taken and implemented in the group of study; c) analysis and reflection of the data collected; d) the researcher decides whether it is necessary to change something in the original plan, if it is necessary then the cycle starts again. The information was evaluated by content analysis as data was analyzed from the different categories that emerged.

IV. Findings and discussion

The current health problem around the world has changed the way how teachers teach and students learn, because of that reason, this research took place to find out the perception of a group of students in the Language Center Orizaba about the teacher when having synchronous and asynchronous classes. The results of the two questionnaires (a preliminary and a final questionnaire) showed different perspectives about blended learning and the role of the teacher.

The first results obtained are shown in table 1, it is about their thoughts when adapting from face-to-face classes to synchronous and asynchronous classes.

As it can be seen, 31 students that correspond to the 58.5% agree about having synchronous and asynchronous classes as part of the curriculum. This result may be the consequence of feeling motivated with new teaching materials and having the opportunity to organize their time as part of the class is synchronous and the other part is self-learning.  Zhao & Watterston (2021) state that working with synchronous classes, gives the opportunity to change the place where they take the lesson.

When they were asked about whether Internet helps them to practice with authentic material, 40 of then that correspond to the 75.5% agreed about it. Authentic materials give real opportunities to students to be in contact with the language and provides real context that motivates students (Berardo, 2006). As a consequence; teachers should create real practice in the classroom or in this case in synchronous and asynchronous classes. The 81.2% that correspond to 43 students mentioned that using social networks offers the opportunity to work with supplementary material because they can use flashcards, pictures, realia or video (Dodd et al, 2015). It is important to mention that Internet and social networks have different resources that can be used by the teacher.

This new dynamic offered using social networks more frequently; as a result, students believed that they were helpful for having a good communication with the teacher. Table 1 shows that 41 students which correspond to the 77.3% agreed about it.

The 62.3% that corresponds to 33 students said that they had a constant communication with their teacher because they used social networks to ask different questions; they mentioned that communication took place no matter the place where they were thanks to social networks (Sadiku, Omotoso & Musa, 2019). This means that technology provides new and better tools and ways of communication in real time. This suggests that technology should be incorporated in classes, even if they are in a face-to-face class to provide more tools to communicate and work when learning a second language.

As results suggest, technology can be a good tool to be used when studying English; nevertheless, on one hand 27 students that are the 50.9% mentioned that they do not agree nor disagree about it. On the other hand, 17 of them that are the 32.1% said that they do not like to study using social networks. This proves that adapting from face-to-face to synchronous and asynchronous classes can be challenging when you are not trained for it. This supports the idea that there are different learning styles which indicates that some students may not be good at blended learning. Another factor that can influence this result is that this particular situation did not prepared teachers and learners to know how to use the different platforms to have the synchronous lessons, to explain how to use the different web pages to practice the different skills or to get familiar with communicating though social media with a teacher that was only seen in face-to-face classes.

According to 40 students that correspond to the 75.4%, social networks as alternative for their language lessons motivated them to learn more about technology. However, 10 students that are 18.9% had a neutral idea about it; while 2 students that are 3.7% of the total mentioned that disagree and one student that is 1.9% strongly disagree. The idea that most students have about the positive aspect of social networks when it is used for teaching and learning may be a consequence after having explored the different tools that they offer. Before synchronous and asynchronous classes, students did not use them for learning but after practicing and having fun with them, they realized that there are alternatives to use when not being in a face-to-face class.

The pandemic for COVID-19 made students to go from face-to-face to synchronous and asynchronous classes; this made them use technology for taking classes, doing homework, having presentations, having written and oral exams, practicing speaking, reading, writing and listening. As a consequence, they were trained by other students, the teacher, family members or friends about how to use social networks as a tool for their learning. For that reason, 20 students that correspond to the 37.7% strongly agreed about it; 41.5% that belong to 22 students agreed about it; both percentages make a total of 79.2% that corresponds to 42 students. It is important to mention that 9 students that are 17% had a neutral thought about it; 1 student that is 1.9% disagreed and another student (1.9%) strongly disagreed.

Students were asked whether outstanding students in face-to-face classes where the same than in synchronous and asynchronous classes 14 students (26.4%) strongly agreed, 12 students (22.6%) agreed, 22 students (41.5%) had a neutral thought about it, 4 students (7.6%) disagreed and 1 student (1.9%) strongly disagreed. This result showed that 26 students that are 49% of the total agreed about the fact that good students stay having the same performance no matter if they have face-to-face or synchronous or asynchronous classes; they try to have a good performance and to achieve their goals.

When students were questioned “only outstanding students in face-to-face classes are the same outstanding students in synchronous and asynchronous classes” only 6 of them (11.3%) strongly agreed, one of them (1.9%) agreed, 18 students (34%) stayed neutral, 20 of them (37.7%) disagreed and 8 students (15.1) strongly disagreed. These percentages showed that 28 students that correspond to the 52.8% disagreed; this might because most of them did not have experience in having online classes, using technology for classes, using technology for learning so they had to learn how to use the different learning platforms, the different social networks, and the diverse of tools that can be used with technology. Some students, that were good at face-to-face classes, struggled with learning using a computer or cellphone; some others did not have the same opportunities to use technology so that they quit classes.

When students answered the statement “using social networks was easy and accessible for all my classmates”, 12 of them (22.6%) strongly agreed, 13 of them (24.5%) agreed, 16 students (30.2%) were neutral, 8 students (15.1%) disagreed and 4 students (7.5%) strongly disagreed. These results showed that 25 students (47.1%) considered that using social networks was difficult or they did not have the access to use them; this could be because they did not have internet access or a computer or cellphone to use. It is important to mention that not only students had problems with internet access but teachers (Özüdoğru, 2021; Mailizar et al, 2020).

Conclusions

At the beginning of the pandemic, teachers and students had to migrate from face-to-face to synchronous and asynchronous classes; both had to adapt. This migration from one model of instruction to another caused students’ first thoughts; most students considered that the new model of instruction should be part of the curriculum. Internet and social networks give students the opportunity to work with supplementary and authentic material. The fact of not being in a face-to-face class does not stop communication as social networks were a means of communication; moreover, they motivated students when studying the language as there were different resources to use. This new way of work encourages learners to use more often social media and technology. The research showed that the same outstanding students in face-to-face classes are the same good students in virtual classes. However, there was lack of internet access for some students which affected their performance. In summary, synchronous and asynchronous classes have had a positive impact on learners as they have offered working with supplementary and authentic material, social networks and multimedia. In addition, social networks can be used as a means of communication and they can help to motivate students by using different resources.

* Dulce Brenda Méndez Rojas: Ingeniero Eléctrico por el Instituto Tecnológico de Orizaba, Maestra en la Enseñanza del Inglés como lengua extranjera por la Universidad Veracruzana, Maestra en Ciencias de la Educación y Comunicación y Doctora en Ciencias Jurídicas, Administrativas y de la Educación por la Universidad de las Naciones.