Publication: INFLUENCE OF SYNCHRONOUS ONLINE LEARNING ON STUDENTS’ AND PARENTS’ PERCEPTIONS: A CASE STUDY OF A DEMONSTRATION SCHOOL
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Issued Date
2025-01-01
Resource Type
ISSN
1547500X
Scopus ID
2-s2.0-85217478707
Journal Title
Journal of Educators Online
Volume
22
Issue
1
Rights Holder(s)
SCOPUS
Bibliographic Citation
Journal of Educators Online Vol.22 No.1 (2025)
Suggested Citation
Wongthong P. INFLUENCE OF SYNCHRONOUS ONLINE LEARNING ON STUDENTS’ AND PARENTS’ PERCEPTIONS: A CASE STUDY OF A DEMONSTRATION SCHOOL. Journal of Educators Online Vol.22 No.1 (2025). doi:10.9743/JEO.2025.22.1.12 Retrieved from: https://hdl.handle.net/20.500.14740/20396
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Abstract
This study investigated the influence of synchronous online learning on students’ and parents’ perceptions of online learning. The research design was a mixed method approach that utilized survey questions administered to teachers, students, and parents at a demonstration school in Thailand. The findings revealed that Microsoft Teams and Zoom were the main synchronous online learning platforms. Most teachers preferred live teaching through these platforms to facilitate online learning. Students had good online learning facilities, including learning tools and internet access. Students and parents had positive attitudes towards synchronous online learning and were satisfied with the online teaching and learning. Students and parents moderately agreed that there was no difference in effectiveness between traditional, face-to-face learning and online learning. They highly agreed that traditional, face-to-face learning is still important for students. Students and parents preferred face-to face learning, which is attributed to the challenges associated with online teaching and learning environment. The use of various platforms, interactive multimedia, and applications increased the students’ engagement and motivation to learn online. They expressed satisfaction with synchronous online learning, demonstrating the effectiveness of online learning mangement. These findings indicate that the instructional design, online learning tools, technological support, and online learning environments have an impact on both students’ and parents’ perceptions and satisfaction with online learning.