Asynchronous learning management system : A learning perception assessment of college of tourism, hospitality, and business management / Rizza F. Dela Cruz, Maria Luna F. Edioma, and Maria Alyssa Vinesia M. Magistrado.

Undergraduate Theses (BSOA) - Office Administration Camarines Sur Polytechnic Colleges, 2022

Includes bibliographic references.

This study aimed to determine the Asynchronous Learning Management System: A Learning Perception Assessment of College of Tourism, Hospitality, and Business Management. Researchers used descriptive survey method, Sloven formula, Percentage Technique, Weighted Mean, Likert Scale, and Order Ranking Method. This study was delimited to three hundred fifty-four students. Findings showed that in terms of: Personal profile of the CTHBM, majority of the respondents are female, majority of the respondents belong to the age of 15-20 years old, majority of the respondents are single, the highest number of respondents is BSTM students, and the greatest number of respondents are 1st year students. Practices during asynchronous classes of CTHBM students, the majority of CTHBM students use Google Classroom, respondentsprefer to study and answer all the compliances on Friday, most students prefer to study and answer all their activities around 8-10 pm, study found out the three best asynchronous Learning Management System tools were internet reading assignments, textbook reading, and self-tests. Perceptions of students towards asynchronous Learning Management System, the bottom three of the strengths of asynchronous Learning Management System are moving the classical learning process to an electronic environment completely or supporting the process, there are fewer possibilities for technical difficulty because learning materials are recorded and posted, and the less pressure, the top three weaknesses of asynchronous Learning Management System are stressful when time-limited assignments are given, network connectivity is insufficient to provide every student with easy access to the learning system, and lack of personal interaction, the bottom three strengths of asynchronous LMS are that they can receive immediate feedback on quizzes, no authorized users can penetrate the learning facility based in the security measures implemented by the institution, and the learning facility encourages students to self-paced learning, and the top three threats of asynchronous LMS are chat sessions and other distractions, some of the learning modules are confusing, and frustration about Software down. Action plan crafted to improved the asynchronous Learning Management System of CTHBM students.