Implementing Online Synchronous Learning in Private Elementary Schools: Impact on Students’ Independent Learning and Challenges in Tagbilaran City Division

This study examined the implementation of online synchronous learning in three private elementary schools of Tagbilaran City Division during school year 2021–2022, focusing on its impact on students’ independent learning and the challenges encountered by teachers and parents. A descriptive qualitative research design was employed to understand how schools, teachers, and parents maximized limited resources to support learners during the new normal. Data were purposively gathered from ten private elementary school teachers and ten parents through an open-ended Google Forms survey and semi-structured virtual interviews, then examined using Braun and Clarke’s (2006) six-phase manual thematic analysis. Findings showed that schools relied on key instructional resources, such as learning activity sheets, worksheets, performance tasks, textbooks, and summative tests, and supplemental learning resources, comprising digital tools and devices. Online synchronous learning was found to positively influence students’ independent learning through a cognitive-behavioral impact—serving as a catalyst for self-regulated learning, academic integrity, and active learning support—and through an affective impact that fostered a sense of community and motivation. However, implementation was hindered by technological difficulties, particularly poor internet connectivity; physical and digital distractions; and personal and psychological barriers, such as low motivation and poor comprehension and retention. The study concludes that online synchronous learning is a valuable strategy for cultivating independent learning, but its success rests on sustained collaboration among teachers, parents, and learners. It recommends engaging learning materials, active learning strategies, stronger home-school communication, and a capability-building and monitoring program to help sustain the modality.