The Effect of Online Practicum and Asynchronous Interaction on Students' Mastery of Microbiology Concepts

Authors

  • Reski Nofrialdi Faculty of Teacher Training and Education, Ekasakti University, Padang, Indonesia

Keywords:

Online practicum, asynchronous interaction, concept mastery, microbiology, students

Abstract

This study aims to examine the effect of online practicum and asynchronous interaction on students' mastery of microbiology concepts. Along with the development of educational technology, the method of learning practicum has undergone significant changes, especially during the COVID-19 pandemic. However, there have not been many studies that systematically analyze the effectiveness of the combination of online practicum and asynchronous interaction on understanding microbiology concepts. This study was conducted using a systematic literature review approach with a qualitative analysis of articles obtained through Google Scholar, Mendeley, and other academic portals. The results of the study indicate that online practicum contributes to learning flexibility, while asynchronous interaction encourages reflection and learning independence. The combination of the two has a positive impact on mastery of microbiology concepts, although its effectiveness depends on instructional design and technology support. In conclusion, the integration of online practicum and asynchronous interaction can effectively improve the quality of students' understanding of microbiology concepts if designed with the right pedagogical approach.

References

Ali, H., & Limakrisna, N. (2013). Metodologi penelitian. Deepublish.

Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. The International Review of Research in Open and Distributed Learning, 12(3), 80–97. https://doi.org/10.19173/irrodl.v12i3.890.

Arista, F. S., & Kuswanto, H. (2018). Virtual physics laboratory application based on the android smartphone to improve learning independence and conceptual understanding. International Journal of Instruction, 11(1), 1–16. https://doi.org/10.12973/iji.2018.1111a.

Czerkawski, B., & Lyman, E. W. (2016). An instructional design framework for fostering student engagement in online learning environments. TechTrends, 60, 532–539. https://doi.org/10.1007/s11528-016-0110-z.

Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education,15(1), 3–8. https://doi.org/10.1016/j.iheduc.2011.06.002.

Eryilmaz, M., & Cigdemoglu, C. (2019). The effect of blended learning environments on students’ academic achievement and conceptual understanding in science education. Educational Technology & Society, 22(1), 39–49. https://www.jstor.org/stable/26511529.

Kitchenham, B., Brereton, P., Budgen, D., Turner, M., Bailey, J., & Linkman, S. (2009). Systematic literature reviews in software engineering – A systematic literature review. Information and Software Technology, 51(1), 7–15. https://doi.org/10.1016/j.infsof.2008.09.009.

Lee, S. J., Srinivasan, S., Trail, T., Lewis, D., & Lopez, S. (2011). Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning. The Internet and Higher Education, 14(3), 158–163. https://doi.org/10.1016/j.iheduc.2011.04.001.

Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511811678.

Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1–47. https://doi.org/10.1016/j.chb.2012.05.005.

Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education (pp. 22–38). Routledge.

Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. Jossey-Bass.

Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family & Consumer Sciences, 105(2), 44–49. https://doi.org/10.14307/JFCS105.2.12.

Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review. Journal of Information Technology Education: Research, 15, 157–190. https://doi.org/10.28945/3502

Zydney, J. M., & Warner, Z. (2016). Mobile apps for science learning: Review of research. Computers & Education, 94, 1–17. https://doi.org/10.1016/j.compedu.2015.11.001.

Downloads

Published

2026-10-05

Issue

Vol. 1 No. 1 (2026): Journal of Multilingual Education and Comparative Pedagogy (JMECP) (July–December 2026)

Section

Articles

License

Copyright (c) 2026 Reski Nofrialdi

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright :

Authors who publish their manuscripts in this journal agree to the following conditions:

  1. Copyright in each article belongs to the author.
  2. The author acknowledges that the Journal of Multilingual Education and Comparative Pedagogy (JMECP) has the right to be the first to publish under a Creative Commons Attribution 4.0 International license (Attribution 4.0 International CC BY 4.0).
  3. Authors can submit articles separately, arrange the non-exclusive distribution of manuscripts that have been published in this journal to other versions (for example, sent to the author's institutional repository, publication in a book, etc.), by acknowledging that the manuscript has been published for the first time at HRM RESEARCH: Human Resource Management and Business Journal.