Search results

1

DEVELOPING LEARNING ENVIRONMENTS FOR BLENDED AND ONLINE LEARNING

100%

Webb B., Vallero A.

Theory and Practice of Second Language Acquisition

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2018

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vol. 4

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issue 2

EN

Developing online and blended learning programs at a university requires the selection of an appropriate framework which addresses the criteria of effective pedagogy. This paper aims to determine a framework for developing and evaluating online and blended learning environments within university educational contexts. The paper is based on the experience of developing blended and online teacher training programs in Teaching English to Speakers of Other Languages at Bond University, Gold Coast, Australia. First, the paper outlines the methodology of the project. Then, it explores various concepts and theoretical models of learning environments. The next part of the paper examines students’ perspective of the elements of the learning environment as defined by the framework of choice. The paper concludes with a comparative overview of the theoretical framework and its application within the Bond University context.

2

ARE TEACHER EDUCATION STUDENTS READY FOR ONLINE LEARNING?

100%

Dobozy E.

Teaching English with Technology

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2009

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vol. 9

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issue 2

1-15

EN

Recent reviews of active and participatory learning design are critical of the effectiveness of such strategies, pointing out that students’ participation levels in technology-mediated discussion tasks are generally low. In addition, they note that when students are made to participate, through the attachment of assignment points to participation in online discussions, students become skilled in taking full advantage of the assignment points, without necessarily engaging in deep learning. These reviews point to a disturbing trend in student engagement that needs urgent attention. Does student effort or the lack of it pose an inherent problem for the design of online discussion tasks? Is there a need to factor in students’ ambivalence towards online communicative collaboration when designing LAMS learning tasks? In this paper, I document the use and usefulness of non-assessed discussion forum learning design, discussing the meaning of student content engagement and its relationship to deep learning before reporting preliminary research results that sought to investigate current student engagement with non-assessed learning tasks. My findings illustrate the importance of reassessing current conceptualisation of learning and assessment tasks as a linear progression. Moreover, I conclude that it is counter-productive to ‘make students collaborate’ through the simple attachment of assignment points to tasks, because it rewards compliance rather than learning.

3

AN EXPERIMENTAL STUDY OF SUBTITLED ONLINE VIDEO SUPPORTING THAI STUDENTS LEARNING ENGLISH IT CONTENT

100%

Angkananon K., Wald M.

Teaching English with Technology

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2018

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vol. 18

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issue 4

48-70

EN

This research study investigated whether the innovation of online video media spoken in both Thai and English with appropriate subtitles improved English skills for new students in Business Computing at Suratthani Rajabhat University. Ninety two students were split equally between an experimental group using video online media for learning and a control group learning the same content face-to-face in the classroom. Evaluation was conducted through achievement and satisfaction tests. Trials of the instructional media by 33 students with a range of English skills helped to improve it. At the end of the learning period all students using the video online media passed the achievement test standard but only 54% of the control group passed. There was no significant difference between the pre-test scores of the two groups. The post-test scores showed that the experimental group had a significantly higher average score (23.39) than the control group (14.89) at the p level of 0.05. The achievement test results of the experimental group (listening = 3.98, reading =3.89, writing = 3.93, speaking = 3.91, discussion =3.91, presenting = 3.87) were significantly higher than the control group (listening = 2.94, reading =3.07, writing = 2.72, speaking = 1.93, discussion =2.20, presenting = 2.20) at the p level of 0.01 in every English skill. The students’ satisfaction for the innovation rated out of 5 was at a high level overall (4.54), the students were satisfied with the innovation (4.67), the innovation was interesting (4.63), and the innovation was easy to understand (4.28).

4

NEEDS AND CHALLENGES FOR ONLINE LANGUAGE TEACHERS – THE ECML PROJECT DOTS

100%

Beaven T., Emke M., Ernest P., Germain-Rutherford A., Hampel R., Hopkins J., Stanojevic M. M., Stickler U.

Teaching English with Technology

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2010

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vol. 10

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issue 2

5-20

EN

The growing use of digital technologies in educational settings, paralleled by a paradigm change in educational theory from an instructivist transmission approach to constructivist and sociocultural theories of learning, demands more adapted teacher training programs, both technical and pedagogical. Looking at factors influencing teachers’ implementation of ICT in the foreign language classroom and guided by the results of a needs analysis survey conducted among twenty six language teachers from twenty five different European countries, the DOTS project aims to develop an online workspace with bite-sized learning objects for autonomous use by language professionals, particularly freelance teachers who frequently miss out on the training opportunities provided for their full-time colleagues.

5

ВПЛИВ ІНТЕРАКТИВНИХ ТЕХНОЛОГІЙ НА ФОРМУВАННЯ КОМУНІКАТИВНОЇ КУЛЬТУРИ МАЙБУТНІХ УЧИТЕЛІВ

100%

Варга Л.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 4(48)

300-304

EN

The article outlines the peculiarities of interactive technologies in formation of communicative culture of the future teachers. Additionally, the contradictions are formulated and the relevance of the study is presented. The most effective periods of communicative culture of the future teachers are revealed; the analysis of modern research on the outlined problems with the definitions of «communication culture», «communicative competence», their features and functions; a range of skills that students must master in learning is defined. The author stresses that communicative competence is the ability of the individual to apply to a specific communication language skills, the ways of interacting with the surrounding and distant people and events skills in the group, possession of different social roles. Communicative culture is a dynamic personality formation, because combining art hearing and speech, objective decision proper understanding of the student, promotes relationship building, achieving effective cooperation guided by common interests. The author notes that communicative culture performs important functions, namely information (information exchange between the subjects of communication), interactive (the ability to present and defend your own opinion); emotional (creating favorable atmosphere during communication). In addition, a teacher during speech activity partner feels the emotional state through non-verbal signs; manages his mental state during communication with others. We believe that an important indicator of formation of communicative culture is to develop communicative competence, communicative skills, abilities and qualities. Thus, the teacher must know the rules and regulations of communication; must be proactive in communicating partners to intensify these activities; know the cultural traditions, ethical, aesthetic and moral standards taking into account individual and age characteristics of interlocutors. An important condition to use interactive technology is systemic, because the students should be prepared to implement any specified above technology training. Prospects for further research are seen in determining the state of formation of communicative culture of the future teachers by means of interactive technologies.

6

Ethical-Values Pedagogical Model

100%

Holland C., Mulcahy C., Besong F., Judge M.

Journal of Teacher Education for Sustainability

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2012

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vol. 14

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issue 2

41-53

EN

This paper presents a pedagogical model that emerged during the design of an online Masters programme developed with the support of funding from the Erasmus multilateral programme. The authors are experienced in both the development and implementation of online learning, particularly values-based learning approaches in higher education, and are deeply committed to building alternate theoretical models that stimulate thinking about values-based learning within an online context. This pedagogical model thus represents an alternative theoretical resource for thinking about the role of ethical-values in learning. Garrison, Anderson and Archer’s (2000) Community of Inquiry Framework has been re-conceptualised and a new pedagogical model, titled the “Ethical-values Pedagogical Model”, has emerged. This model posits that a positive ethical-values presence is critical to sustaining teaching, social and cognitive presences and thus the lynchpin for the enablement of appropriate and meaningful cognitive experiences. The ethical-values bases of learners and educators effectively filter the way in which the cognitive experience is created and the manner in which the individual learner makes sense and/or constructs meaning within the learning environment. As such, the ethical-values bases of participants impact significantly on the teaching, social and cognitive presences within the learning environment. The presence of ethical-values that foster authentic, democratic and transformative learning experiences for the individual learner, communities of learners and educators is critical to the success of this Ethical-values Pedagogical Model.

7

IS AUTONOMOUS LEARNING POSSIBLE FOR ASIAN STUDENTS? THE STORY OF A MOOC FROM INDONESIA

100%

Ginting D., Djiwandono P. I., Woods R., Lee D.

Teaching English with Technology

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2020

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vol. 20

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issue 1

60-79

EN

An autonomous learning attitude is crucial in determining the successful completion of an online program. Such an attitude is not always easy. Students in online programs need to strike a balance between online studies tasks and their other work, maintain motivation, and consistently follow all the stages of the program. It remains to be seen whether these attitudes prevail in some Indonesian MOOC (Massive Open Online Course) students. This paper was a descriptive sketch of learning autonomy among thirty-seven students of an Indonesian MOOC. Only a small percentage of students was genuinely autonomous, while most were not, and experience difficulty in completing the MOOC program. The study found a correlation between autonomy and academic achievement, but did not demonstrate a cause-effect relationship.

8

Онлайн обучение в условиях пандемии

100%

Kudlińska I., Mospan N.

Heteroglossia - studia kulturoznawczo-filologiczne

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2021

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issue 11

205-225

EN

The article is co-authored and analyses the issues of student satisfaction with the format of online learning, their views on its future, identifies the main difficulties and problems of students in the process of transition to online learning. In this article, the authors review the results of the survey and propose ways to solve the considered problems of online learning. The article highlights the possible practical use of the results by transforming the current education model, adjusting the existing academic curricular, making changes when preparing to university classes, etc.

9

Student perceptions of required student-to-student interactions in online courses

100%

Lesht F. L., Schejbal D.

e-mentor

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2020

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issue 2(84)

4-12

EN

This multi-institutional study of undergraduate and graduate students enrolled in online degree programs explored student perceptions of required student-to-student interactions. Using a semi-structured interview methodology, thirty-three students participated in the study. While all of the students had experience with the required discussion board interactions of posting and responding, a majority of the students reported experience with other types of required student-to-student interactions including group projects, group presentations, peer reviews, and, for a few, discussions within the required synchronous sessions. The findings indicate that while most value the concept of peer-to-peer interaction in online courses, many found the required assignments lacking in authenticity and not a good use of their time. Some students reported satisfaction with one or more of the requirements such as small group assignments when time was allowed for coordination, small group discussions, and selected discussion board posts. The students valued the interactions most when those interactions were relevant to their careers. These findings encourage taking the demographic realities of students studying online into consideration when incorporating student-to-student interactions into courses. Many have family and other obligations, so they are particularly sensitive to work that appears to be trivial or unnecessary. Hence, learning elements such as peer-to-peer interactions should be incorporated into courses intentionally and with purpose so that the interactions do not appear to be busy-work or checking an interaction box.

10

Online learning in higher education under pandemic and war: the international perspective

88%

Kudlińska I., Mospan N.

Heteroglossia- studia kulturoznawczo-filologiczne

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2022

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issue 13

195-214

EN

This article is co-authored and analyses the issues of student satisfaction with the format of online learning, their views on its future, and identifies the main difficulties with this format of learning. The authors have used the findings from 2021 questionnaires conducted in two universities in Poland and Ukraine, and from a 2022 questionnaire conducted at a university located in Georgia, which enlarged the geography of the study. Based on the survey results, the authors propose ways to solve the identified gaps in the online learning process. The article highlights possible practical use of the survey findings by transforming the current education model, adjusting the existing academic curriculum, making changes when preparing university classes, etc.

11

The Relationship between Attention and Extraneous Load

88%

Hughes C. J. L., Costley J., Lange C.

Theory and Practice of Second Language Acquisition

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2021

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vol. 7

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issue 2

61-82

EN

There has been a call in recent years for an integration of cognitive load theory into instructed second language acquisition practices to assist language learners by taking advantage of theories on human cognitive architecture. This paper seeks to move the conversation on how this integration might be achieved by presenting findings from survey data conducted with learners enrolled online courses at a cyber-university in South Korea (n = 68). Findings show a statistically significant positive relationship between distraction and extraneous load. These results are used to postulate a model for explaining the how the effects of extraneous load on attention can be integrated into second language learning theory. Pedagogic implications of this are the value of explicitly signaling key vocabulary and grammar, ensure spatial and temporal considerations are made when using multimodal instruction, and placing learners at the center of decisions on the blend of media they experience in instruction.

12

Teaching Concerns in Higher Education: Impact of Covid-19 in Pedagogy

88%

Alam S., Hameed A.

Journal of Education Culture and Society

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2023

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vol. 14

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issue 1

318-332

EN

Thesis. The present study aims to explore the impact of Covid-19 on higher education and identify the different problems faced by pedagogues around the globe. It compares the outcomes and comments from both established and developing countries to understand the change in pedagogical procedures. Concept. The desire for social isolation that was unheard of until the 20th and 21st centuries became a catchall word during the pandemic. For educational institutions, the governments’ emergency measures to switch from traditional classroom settings to virtual alternatives generated important opportunities and problematic obstacles. Results and conclusion. The study was conducted thorough research of Covid-19's broad effects on pedagogical practices in higher education, from the viewpoints of both instructors and learners. An analysis of diverse secondary materials was carried out and conclusions were derived accordingly. The findings show that the pandemic caused distinct problems for different populations depending on selected criteria that were explored and emphasised in the proposed study. Originality. The study has thoroughly analysed the ideas, challenges, of online educational pedagogy to identify the effectiveness and challenges. The main research contribution is the finding that asserts the promise of technology and the challenges that students encounter when learning through digital processes.

13

Motivation Behind the Preference of Distance Education of Higher Education Students

88%

Pidbutska N., Knysh A., Chebakova Y., Shtuchenko I., Babchuk O.

Journal of Education Culture and Society

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2022

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vol. 13

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issue 1

201-210

EN

Aim. The aim of the study is to investigate into the motives of learning that are inherent in students with different attitudes to distance learning. The main objectives of the study are as follows: to analyze the attitude to different forms of distance learning of students of higher education institutions; to investigate the main forms of scientific motivation of students of higher education institutions; to compare how the scientific motivation of students with different attitudes to distance learning differs. Methods. The study involved 211 students majoring in science (physics, chemistry). The study uses the following methods: 1) attitude questionnaire; 2) Science Motivation Questionnaire II; 3) statistical methods. The following is used for statistical data processing: descriptive statistics methods (to measure the percentage of people with different attitude towards organization of distance learning); ANOVA (to compare levels of science motivational types of students with different preferences in educational models). Results. It was determined that 38% of students are positive about distance education and see great opportunities for its implementation. But only 22.75% of students consider distance learning the best option of educational process organisation, and 21.8% are in favor of an exclusive face-to-face format. The most popular form among students is mixed form of education (55.45%). Students with a positive attitude to distance education are characterized by the highest scores on intrinsic motivation, self-efficacy and career motivation. Therefore, proponents of distance education are mostly students who have a good understanding of their own goals and learning needs, plan their career advancement, and are well-organized in terms of educational and professional development. Conclusions. Distance forms of education cannot completely replace traditional ones. But it is already becoming obvious that their use in a mixed format can increase the effectiveness of the educational process. Students' sympathy for the mixed format should be taken into account by the developers of educational programs and university administrations in order to improve the quality of education and meet the requirements of the times.

14

Challenges of Students in Online Learning

88%

Tartari E., Kashahu L.

Kultura i Edukacja

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2021

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issue 4(134)

229-239

EN

The COVID-19 pandemic forced the university education system in Albania to operate in distance through information and communication technologies. The purpose of this study is to explore students’ perceptions about accessibility, learner intentions, social and lecturer issues in online learning. In order to achieve the aim of the study, the quantitative method is used. The data are collected online through the completion of a survey which contains closed questions. The sample included in this study are students of bachelor and master degree (N = 236) who belong to the teaching programs from the University of Tirana and “Aleksander Moisiu” University of Durrës. The study points out some challenges faced by students during online learning which are related to online accessibility, lack of motivation of students and the barrier of their involvement in online group work activities. It was also noted that the online environment presents challenges for lecturers, which require a better mastery of digital competence by the academic staff. The findings of this study are designed to help policymakers, education executives and academic staff to have a clearer view and make the necessary interventions to overcome these challenges faced by students during online learning.

15

Teachers’ Feedback and Trainees’ Confidence: Do They Match?

88%

Haro Soler M. d. M.

Research in Language

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2021

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vol. 19

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issue 2

187-210

EN

Due to the COVID-19 pandemic, traditional face-to-face learning was suddenly replaced by online learning in universities all over the world. This sudden switch posed a wide variety of challenges to teachers and students. This paper focuses on one teaching practice, teachers’ feedback, and on a students’ form of self-perception, self-efficacy beliefs, both inherent to the teaching-learning process, whether it occurs in the classroom or a virtual environment. An action-research mixed-method study was performed to analyze how teachers’ feedback can impact translation students’ self-efficacy beliefs in three educational modes: face-to-face lessons, blended learning and online learning. This study was performed in two phases. Firstly, a quasi-experimental field study was performed before the outbreak of the pandemic in three groups of the same course: one offered traditional classes, whereas the other two included blended learning. Following the essence of action-research, the results of this first phase were implemented in an online translation course during the pandemic. After comparing and contrasting the results obtained in these two phases, we can conclude that indirect, elaborate and dialogic feedback fostered the students’ self-efficacy beliefs, irrespective of the educational mode.

16

Shifting to blended online learning and its impact on student performance: A case study for students enrolled in economic courses prior to COVID-19 emergency remote instruction

88%

Tila D.

e-mentor

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2020

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issue 4 (86)

62-71

EN

This study explores whether student academic performance differs between the face-to-face and online hybrid sections in an undergraduate introductory macroeconomic course offered at a US community college. The data was collected from 414 students enrolled in various sections of the course during five semesters from spring 2016 to fall 2018. The findings show no statistical difference in student performance between face-to-face and online hybrid courses and contribute to the literature specific to the discipline of economics, which unlike other disciplines, has shown discord in findings. The usefulness of such results may extend to US higher education institutions to help them make data-informed decisions about their future investments in online teaching modalities and course design in the discipline of economics.

17

EFL Teachers’ Perceptions of a Long Shift to Online Learning in a Saudi University during the Coronavirus Pandemic

88%

Al Shlowiy A., Layali K.

Theory and Practice of Second Language Acquisition

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2023

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vol. 9

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issue 1

1-18

EN

Discovering the new variants of coronavirus by the end of 2020 pushed many countries to continue suspending universities and schools. A complete change to online learning seemed the only available option to continue education given the detection of new coronavirus variants. Such a long time of using online learning can display how teachers experience this hard time of the pandemic. The researchers performed this study to explore EFL teachers’ perceptions of online learning in a Saudi university during this period. They aimed to have a closer look at EFL teachers’ perceptions of the sudden shift into online learning. They focused on the teachers’ benefits, drawbacks, and suggestions. They used a questionnaire and interviews to collect qualitative data to answer research questions. Results showed five benefits and two drawbacks of using online learning to teach English in that Saudi university. The benefits are being a good and useful option for teaching during the coronavirus pandemic, motivation of teachers, ease of access and use, interacting between teachers and students, and being less teacher-centered. The drawbacks are disruption by poor Internet and technical issues and cheating by students on assessments. The participants provided some suggestions to improve the benefits and overcome the drawbacks.

18

Course Curricular Design and Development of the M.Sc. Programme in the Field of Ict in Education for Sustainable Development

88%

Makrakis V., Kostoulas-Makrakis N.

Journal of Teacher Education for Sustainability

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2012

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vol. 14

|

issue 2

5-40

EN

This paper presents the design and development of a virtual learning enviroment (VLE) for a M.Sc. programme on information and communication technologies (ICTs) in education for sustainable development (ESD) driven by a learning paradigm that merges three theories of learning, namely: experiential learning, constructivist learning and transformative learning (ExCon- Tra) funded by the European Commission. Learning activities were designed to offer the chance for students to interact asynchronously and synchronously, negotiate meaning and reflect on their learning and viewpoints through collaborative problem solving. The ExConTra learning process is also based on an interdisciplinary approach addressing the four pillars (environment, society, culture and economy) of sustainable development and makes use of an online course design methodology that uses four phases: needs analysis, curriculum design, development and formative evaluation. The VLE that encompasses both the curriculum programme and the online platform with its tools and online technologies merges ICTs with ESD in three ways: a) providing opportunities to target groups for reflective practice; b) using open source ICT tools and ESD-related learning objects available in the Web and c) using ICTs to develop interactive, interdisciplinary and cross-disciplinary ESD learning activities

19

Social aspects of introducing online learning - the students' perspective

88%

Lis M., Wolna N., Moczulska M., Solińska K.

e-mentor

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2020

|

issue 4 (86)

36-46

EN

The article presents the introduction of online learning at universities in Poland, which was a solution aimed at preventing, countering and combating COVID-19. Attention was drawn to the perception of this change by the stakeholders, i.e. students. The analysis examines students’ concerns regarding the implementation of this form of learning in selected areas related to access to technology, the organization of classes, and the participation in them, social interactions and administrative activities. The aim of the research was also to ascertain students’ opinions on the consequences of the implemented change and on the actions aimed at facilitating the transition to online learning undertaken by the authorities and university employees. The research was conducted with the use of an electronic survey questionnaire. The responses of 189 full-time university students were analyzed. Based on the results of the research, communication between students and university authorities, as well as the involvement of participants in the process of change were considered as key elements in the implementation of online learning. Among the important activities there were those that enable participation in online learning (provision of equipment, programs, licenses) and those that support learning (access to library resources). As regards the latter, conclusions were formulated concerning the planning of teaching, i.e. the content and the way of transferring knowledge.

20

Learning analytics in synchronous online education: Making video conferencing more data-driven and interactivity-focused

88%

Vashisht V., Gautam P.

e-mentor

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2020

|

issue 4 (86)

54-61

EN

COVID-19 has been a turning point for online learning across the world, but the remarkable story has been the meteoric growth of synchronous or “live” online education. As instructors around the world have turned to video conferencing platforms to teach, a lot of instructor feedback has recently emerged on a variety of topics. One of the key emerging issues for instructors and institutions has been extracting and consolidating data on student engagement and learning outcomes. This paper attempts to identify and classify the types of learning data required to understand student learning behavior in synchronous (or “live”) online classes based on a multitude of factors such as immediacy, consolidation, and availability to different stakeholders at different points in time. Further, an attempt is made to assess how popular video conferencing platforms address the issues of data generation, presentation, and collation. Lastly, the paper also proposes an alternative approach that can potentially help create data in an easier, more efficient manner.

Refine search results

DEVELOPING LEARNING ENVIRONMENTS FOR BLENDED AND ONLINE LEARNING

ARE TEACHER EDUCATION STUDENTS READY FOR ONLINE LEARNING?

AN EXPERIMENTAL STUDY OF SUBTITLED ONLINE VIDEO SUPPORTING THAI STUDENTS LEARNING ENGLISH IT CONTENT

NEEDS AND CHALLENGES FOR ONLINE LANGUAGE TEACHERS – THE ECML PROJECT DOTS

ВПЛИВ ІНТЕРАКТИВНИХ ТЕХНОЛОГІЙ НА ФОРМУВАННЯ КОМУНІКАТИВНОЇ КУЛЬТУРИ МАЙБУТНІХ УЧИТЕЛІВ

Ethical-Values Pedagogical Model

IS AUTONOMOUS LEARNING POSSIBLE FOR ASIAN STUDENTS? THE STORY OF A MOOC FROM INDONESIA

Онлайн обучение в условиях пандемии

Student perceptions of required student-to-student interactions in online courses

Online learning in higher education under pandemic and war: the international perspective

The Relationship between Attention and Extraneous Load

Teaching Concerns in Higher Education: Impact of Covid-19 in Pedagogy

Motivation Behind the Preference of Distance Education of Higher Education Students

Challenges of Students in Online Learning

Teachers’ Feedback and Trainees’ Confidence: Do They Match?

Shifting to blended online learning and its impact on student performance: A case study for students enrolled in economic courses prior to COVID-19 emergency remote instruction

EFL Teachers’ Perceptions of a Long Shift to Online Learning in a Saudi University during the Coronavirus Pandemic