EFL Lecturers’ Method for Synchronous and Asynchronous Learning through Moodle on Intensive Reading Course
This research investigates intensive reading instruction at Universitas Islam Riau, Indonesia, using Moodle-based synchronous and asynchronous methods. The qualitative approach was carried out through classroom observation involving 67 students and conducting interviews with 10 students. The study...
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| Format: | Article |
| Language: | English |
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Universitas Islam Riau (UIR) Press
2025-02-01
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| Series: | J-SHMIC: Journal of English for Academic |
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| Online Access: | https://journal.uir.ac.id/index.php/jshmic/article/view/21397 |
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| author | Estika Satriani Andi Idayani Destry Pryanti Kadar |
| author_facet | Estika Satriani Andi Idayani Destry Pryanti Kadar |
| author_sort | Estika Satriani |
| collection | DOAJ |
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This research investigates intensive reading instruction at Universitas Islam Riau, Indonesia, using Moodle-based synchronous and asynchronous methods. The qualitative approach was carried out through classroom observation involving 67 students and conducting interviews with 10 students. The study found that students' reading skills enhanced by engaging in virtual meetings and discussions during synchronous classes, while asynchronous learning allowed them to freely determine when and where to study, access educational resources such as YouTube, e-modules, some files related to materials, quizzes, and feedback. Besides that, various challenges during asynchronous learning such as students often becoming inactive on online screens, experiencing delays in receiving lectures, difficulty finding a location to improve stable internet connectivity, and inadequate access to computer devices, laptops, or smartphones that require installing and uninstalling applications repeatedly that interfere with their learning process. Challenges in asynchronous learning include difficulty understanding the learning material, excessive workload, and lack of motivation. The study recommends integrating both learning approaches for reading classes and other English classes by leveraging more of Moodle's available LMS features, as well as highlighting the importance of improving infrastructure such as stable internet and device compatibility.
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| format | Article |
| id | doaj-art-35f53d64ce69437aadc41e88430788e6 |
| institution | OA Journals |
| issn | 2356-2404 2541-1446 |
| language | English |
| publishDate | 2025-02-01 |
| publisher | Universitas Islam Riau (UIR) Press |
| record_format | Article |
| series | J-SHMIC: Journal of English for Academic |
| spelling | doaj-art-35f53d64ce69437aadc41e88430788e62025-08-20T02:18:09ZengUniversitas Islam Riau (UIR) PressJ-SHMIC: Journal of English for Academic2356-24042541-14462025-02-01121EFL Lecturers’ Method for Synchronous and Asynchronous Learning through Moodle on Intensive Reading CourseEstika Satriani0Andi Idayani1Destry Pryanti Kadar2Universitas Islam RiauUniversitas Islam RiauUniversitas Islam Riau This research investigates intensive reading instruction at Universitas Islam Riau, Indonesia, using Moodle-based synchronous and asynchronous methods. The qualitative approach was carried out through classroom observation involving 67 students and conducting interviews with 10 students. The study found that students' reading skills enhanced by engaging in virtual meetings and discussions during synchronous classes, while asynchronous learning allowed them to freely determine when and where to study, access educational resources such as YouTube, e-modules, some files related to materials, quizzes, and feedback. Besides that, various challenges during asynchronous learning such as students often becoming inactive on online screens, experiencing delays in receiving lectures, difficulty finding a location to improve stable internet connectivity, and inadequate access to computer devices, laptops, or smartphones that require installing and uninstalling applications repeatedly that interfere with their learning process. Challenges in asynchronous learning include difficulty understanding the learning material, excessive workload, and lack of motivation. The study recommends integrating both learning approaches for reading classes and other English classes by leveraging more of Moodle's available LMS features, as well as highlighting the importance of improving infrastructure such as stable internet and device compatibility. https://journal.uir.ac.id/index.php/jshmic/article/view/21397Synchronous and Asynchronous; Moodle; Intensive Reading Course |
| spellingShingle | Estika Satriani Andi Idayani Destry Pryanti Kadar EFL Lecturers’ Method for Synchronous and Asynchronous Learning through Moodle on Intensive Reading Course J-SHMIC: Journal of English for Academic Synchronous and Asynchronous; Moodle; Intensive Reading Course |
| title | EFL Lecturers’ Method for Synchronous and Asynchronous Learning through Moodle on Intensive Reading Course |
| title_full | EFL Lecturers’ Method for Synchronous and Asynchronous Learning through Moodle on Intensive Reading Course |
| title_fullStr | EFL Lecturers’ Method for Synchronous and Asynchronous Learning through Moodle on Intensive Reading Course |
| title_full_unstemmed | EFL Lecturers’ Method for Synchronous and Asynchronous Learning through Moodle on Intensive Reading Course |
| title_short | EFL Lecturers’ Method for Synchronous and Asynchronous Learning through Moodle on Intensive Reading Course |
| title_sort | efl lecturers method for synchronous and asynchronous learning through moodle on intensive reading course |
| topic | Synchronous and Asynchronous; Moodle; Intensive Reading Course |
| url | https://journal.uir.ac.id/index.php/jshmic/article/view/21397 |
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