NCRJ VOLUME 1 (eISSN 2984-8520) THE IMPACT OF SYNCHRONOUS AND ASYNCHRONOUS LEARNING MODALITIES ON NORZAGARAY COLLEGE STUDENTS’ SELF – REGULATION, SOCIAL PRESENCE, IMMEDIACY AND INTIMACY IN ACADEMIC YEAR 2021-2022
THE IMPACT OF SYNCHRONOUS AND ASYNCHRONOUS LEARNING MODALITIES ON NORZAGARAY COLLEGE STUDENTS’ SELF-REGULATION, SOCIAL PRESENCE,
IMMEDIACY AND INTIMACY IN ACADEMIC YEAR 2021-2022
Keith Conner SP. Raguhos
Maria Amihan I. Lazaro
Joana Marie C. Bongabong
Caple Jun Lipa
Norzagaray College
ABSTRACT
This study aimed to address the impact of synchronous and asynchronous learning modalities on Norzagaray College students’ self-regulation, social presence, immediacy and intimacy. This study was limited to first year to third year and uniting college students enrolled in Norzagaray College, wherein the institution adapted the new learning modalities, Synchronous and Asynchronous for the Academic Year 2021-2022. The study used the quantitative method using survey questionnaire administered via Google form. Based on the findings, it was concluded that the synchronous and asynchronous learning modalities have a significant effect on Norzagaray College students’ self-regulation, social presence, immediacy, and intimacy. In addition, the sense of involvement, comfortability and social presence were observed during synchronous class rather than in asynchronous class. Moreover, thorough inquiry of data proposed that the teachers and school administrators should innovate and provide different activities that will resolve the problems faced by the students and understand the variables that affects the students in comprehending the lessons during synchronous and asynchronous class and provide necessary actions towards it.
Keywords – Learning modalities, Synchronous, Asynchronous, Self-regulation, Social-presence, Immediacy, Intimacy