EFL TEACHER TRAINERS’ PERCEPTIONS AND PRACTICE IN USING SYNCHRONOUS AND ASYNCHRONOUS ONLINE LEARNING MODEL TO TEACH WRITING: A CASE STUDY AT A PRIVATE TEACHER TRAINING COLLEGE (QUALITATIVE STUDY)

Abstract

This paper is aimed at investigating online learning using synchronous and asynchronous activities that aim at the teacher perceptions of teaching practice, and to determine which more effective synchronous and asynchronous online learning model. This study was used on a private university in West Java. The data were adapted from interviews and observation in an online learning classroom. The researcher used the data analysis by recording, analyzing transcribing, and identifying the content. The study results reveal that although there is probably a preference for perceptions and e-learning effectiveness, both synchronous and asynchronous e-learning methods, might support teachers and learners to get a successful course and results.