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VOL. 11, ISSUE 2 (2026)
Student interaction satisfaction across asynchronous and synchronous online learning in Philippine higher education
Authors
Dr. Regina Embon Samillano
Abstract
The rapid mainstreaming of online education has intensified the need to
understand how different delivery formats shape the quality of student learning
experiences. This study compared student interaction satisfaction between
asynchronous and synchronous online learning formats using a
descriptive-comparative survey design. A total of 95 students enrolled during
the academic year 2025-2026 from tertiary level participated, completing a
researcher-constructed Likert-scale questionnaire organized around content
interaction, peer interaction, instructor interaction, real-time interaction,
social presence, and instructor immediacy. Results showed that both formats
yielded Satisfied ratings overall, with synchronous learning (M = 4.28) scoring
significantly higher than asynchronous learning (M = 3.99), as confirmed by an
independent sample t-test (t(93) = 2.05, p < 0.043). Asynchronous learners
rated content accessibility and self-paced flexibility most favorably, while
peer interaction emerged as the weakest dimension. Synchronous learners, by
contrast, expressed strong satisfaction with instructor immediacy and social
presence, though technical disruptions remained a concern. Across both groups,
instructor feedback quality, peer social connection, and internet reliability
were identified as the most influential factors shaping satisfaction. The
findings are discussed in relation to the Community of Inquiry Framework and
Self-Determination Theory, with implications for instructional design,
educational policy, and learner support in online environments.
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Pages:132-139
How to cite this article:
Dr. Regina Embon Samillano "Student interaction satisfaction across asynchronous and synchronous online learning in Philippine higher education". International Journal of Academic Research and Development, Vol 11, Issue 2, 2026, Pages 132-139
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