Pub Date : 2022-04-29DOI: 10.1177/20427530221092855
Akbar Bahari
The majority of studies on second/foreign language teacher identity have explored the face-to-face environment compared to the technology-assisted language learning (TALL) environment. The paucity of research despite the significance of teacher identity served as the rationale to conduct a systematic review. Scopus and Web of Science indexed journal articles on language teacher identity that met the predetermined exclusion-inclusion criteria were systematically reviewed. Forty-four articles published between 2010 and 2020 were reviewed to convey the reported affordances and challenges of distance learning for language teacher identity. Pedagogically, the findings inform pre-service and practicing teachers who seek a better understanding of teacher identity in TALL in terms of affordances and challenges. Theoretically, the findings shed light on the future research trend and inform researchers about the most frequently reported challenges that need to be addressed concerning L2 teacher identity.
与技术辅助语言学习（TALL）环境相比，大多数关于第二语言/外语教师身份的研究都探讨了面对面的环境。尽管教师身份具有重要意义，但缺乏研究，这是进行系统审查的理由。对Scopus和Web of Science索引的关于语言教师身份的期刊文章进行了系统的审查，这些文章符合预先确定的排除-纳入标准。回顾了2010年至2020年间发表的44篇文章，以传达远程学习对语言教师身份的可供性和挑战。从教育学角度来看，这些发现为职前和实习教师提供了信息，他们希望从可供性和挑战方面更好地理解TALL中的教师身份。从理论上讲，这些发现揭示了未来的研究趋势，并为研究人员提供了关于二语教师身份的最常见的挑战。
{"title":"Teacher identity in technology-assisted language learning: Challenges and affordances","authors":"Akbar Bahari","doi":"10.1177/20427530221092855","DOIUrl":"https://doi.org/10.1177/20427530221092855","url":null,"abstract":"The majority of studies on second/foreign language teacher identity have explored the face-to-face environment compared to the technology-assisted language learning (TALL) environment. The paucity of research despite the significance of teacher identity served as the rationale to conduct a systematic review. Scopus and Web of Science indexed journal articles on language teacher identity that met the predetermined exclusion-inclusion criteria were systematically reviewed. Forty-four articles published between 2010 and 2020 were reviewed to convey the reported affordances and challenges of distance learning for language teacher identity. Pedagogically, the findings inform pre-service and practicing teachers who seek a better understanding of teacher identity in TALL in terms of affordances and challenges. Theoretically, the findings shed light on the future research trend and inform researchers about the most frequently reported challenges that need to be addressed concerning L2 teacher identity.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42651546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-03DOI: 10.1177/20427530211022922
Christopher R Barnhart, Luna Li, Jerry D. Thompson
As coronavirus disease 2019 swept through mainland China, students were forced to quickly switch to learning online. This study aimed to capture college Chinese English as a Second/Foreign Language (ESL/EFL) learners’ perceptions of rapidly switching to online learning at two colleges in China’s southern Guangdong Province. A bilingual (Chinese/English) online survey was used to collect data. The participants (n = 504) responded to a survey about their feelings and perceptions of sudden online learning, a term the authors call “learning whiplash.” We asked students about how much they liked online at the beginning of learning online, how long students have been taking online courses, and how many online courses the students were currently taking. We also asked about the students’ perceptions of the quality of online learning when compared to physical learning. Finally, we asked students about getting drowsy and/or falling asleep during their online classes. We found that students were taking on average five to seven online courses and that they did not like learning online early in the epidemic. Our study confirmed that students preferred a hybrid learning environment. Seventy-nine percent of students admitted to getting drowsy and/or falling asleep during their online classes. Specific suggestions are given for teachers to keep students active and engaged in online learning. Practical guidance and strategies for creating vibrant online learning environments are provided. This research informs both the communities on online and e-learning as well as ESL/EFL teaching.
{"title":"Learning whiplash: Chinese College EFL learners’ perceptions of sudden online learning","authors":"Christopher R Barnhart, Luna Li, Jerry D. Thompson","doi":"10.1177/20427530211022922","DOIUrl":"https://doi.org/10.1177/20427530211022922","url":null,"abstract":"As coronavirus disease 2019 swept through mainland China, students were forced to quickly switch to learning online. This study aimed to capture college Chinese English as a Second/Foreign Language (ESL/EFL) learners’ perceptions of rapidly switching to online learning at two colleges in China’s southern Guangdong Province. A bilingual (Chinese/English) online survey was used to collect data. The participants (n = 504) responded to a survey about their feelings and perceptions of sudden online learning, a term the authors call “learning whiplash.” We asked students about how much they liked online at the beginning of learning online, how long students have been taking online courses, and how many online courses the students were currently taking. We also asked about the students’ perceptions of the quality of online learning when compared to physical learning. Finally, we asked students about getting drowsy and/or falling asleep during their online classes. We found that students were taking on average five to seven online courses and that they did not like learning online early in the epidemic. Our study confirmed that students preferred a hybrid learning environment. Seventy-nine percent of students admitted to getting drowsy and/or falling asleep during their online classes. Specific suggestions are given for teachers to keep students active and engaged in online learning. Practical guidance and strategies for creating vibrant online learning environments are provided. This research informs both the communities on online and e-learning as well as ESL/EFL teaching.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47141984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/20427530221107788
A. Esawe, Karim Taher Esawe, N. Esawe
After the spread of the coronavirus around the world, the Egyptian government imposed blended learning on higher education institutions. Consequently, colleges and universities in Egypt are entering a new era where learning is not confined to the classroom alone but also through learning management systems (LMSs). Thus, this study adopts the Unified Theory of Acceptance and Use of Technology (UTAUT) to study how students accept and use the LMSs. An online survey was conducted through a structured questionnaire to collect quantitative data for analysis. Obtained data from 803 respondents were analyzed using structural equation modelling Partially least squares regression was used for the model and hypothesis testing. The results show that trust is vital in determining the acceptance and use of LMSs. The study results may provide insights into a better approach to promoting LMS acceptance.
{"title":"Acceptance of the learning management system in the time of COVID-19 pandemic: An application and extension of the unified theory of acceptance and use of technology model","authors":"A. Esawe, Karim Taher Esawe, N. Esawe","doi":"10.1177/20427530221107788","DOIUrl":"https://doi.org/10.1177/20427530221107788","url":null,"abstract":"After the spread of the coronavirus around the world, the Egyptian government imposed blended learning on higher education institutions. Consequently, colleges and universities in Egypt are entering a new era where learning is not confined to the classroom alone but also through learning management systems (LMSs). Thus, this study adopts the Unified Theory of Acceptance and Use of Technology (UTAUT) to study how students accept and use the LMSs. An online survey was conducted through a structured questionnaire to collect quantitative data for analysis. Obtained data from 803 respondents were analyzed using structural equation modelling Partially least squares regression was used for the model and hypothesis testing. The results show that trust is vital in determining the acceptance and use of LMSs. The study results may provide insights into a better approach to promoting LMS acceptance.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46250789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-24DOI: 10.1177/20427530211064706
Summer Davis, Joanne H. Yi
This qualitative study explores the performance of teacher agency amidst national financial and professional deficits in education and sheds light on the growing utilization of Instagram in elementary school contexts. To better understand teachers’ use of this social media platform, we examined the Instagram accounts of 12 highly popular and influential pre-K–6 teachers (i.e., teacher influencers). Data sources comprised over 600 visual and textual posts, which included images, captions, hashtags, and emojis, produced over 3 months in the spring of 2019. Using qualitative coding procedures that were recursive and emphasized the emergent nature of interpretation through a critical literacies framework, we documented the neoliberal teachers’ use of Instagram as a method of participation in a virtual community of practice and as a way to produce, commodify, and possibly profit from posts presented as curricula. Findings suggest that teacher influencers primarily used Instagram as a form of commodification and commerce, as educational content was promoted to users as well as methods of purchase via personal websites, Teachers Pay Teachers and other digital stores. Overall, the teacher influencers’ Instagram use revealed a convergence of complex and multiple discourses involving curriculum, racialized and/or gendered identities, and neoliberal production.
{"title":"Double tap, double trouble: Instagram, teachers, and profit","authors":"Summer Davis, Joanne H. Yi","doi":"10.1177/20427530211064706","DOIUrl":"https://doi.org/10.1177/20427530211064706","url":null,"abstract":"This qualitative study explores the performance of teacher agency amidst national financial and professional deficits in education and sheds light on the growing utilization of Instagram in elementary school contexts. To better understand teachers’ use of this social media platform, we examined the Instagram accounts of 12 highly popular and influential pre-K–6 teachers (i.e., teacher influencers). Data sources comprised over 600 visual and textual posts, which included images, captions, hashtags, and emojis, produced over 3 months in the spring of 2019. Using qualitative coding procedures that were recursive and emphasized the emergent nature of interpretation through a critical literacies framework, we documented the neoliberal teachers’ use of Instagram as a method of participation in a virtual community of practice and as a way to produce, commodify, and possibly profit from posts presented as curricula. Findings suggest that teacher influencers primarily used Instagram as a form of commodification and commerce, as educational content was promoted to users as well as methods of purchase via personal websites, Teachers Pay Teachers and other digital stores. Overall, the teacher influencers’ Instagram use revealed a convergence of complex and multiple discourses involving curriculum, racialized and/or gendered identities, and neoliberal production.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48867953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-23DOI: 10.1177/20427530211059625
Tin-Chun Lin
In this research, we investigated whether business students enrolled in a statistics course gained more by engaging in traditional face-to-face (FTF) learning or online learning. Empirical evidence suggested that students learned statistics more effectively when engaged with an instructor in a traditional FTF classroom versus through online learning; however, when the option of teaching virtually in fully online (ONL) classes was available, students successfully learned about statistics whether in a traditional FTF classroom or a ONL learning experience. In addition, evidence suggested that students’ overall satisfaction with the course and the instructor was higher in the FTF setting than in the ONL setting. Evidence also suggested that offering online zoom lecture meetings in the ONL setting remarkably enhanced students’ satisfaction with the course and the instructor and, importantly, reduced the gap in effective instruction between traditional FTF and ONL settings.
{"title":"Student learning performance and satisfaction with traditional face-to-face classroom versus online learning: Evidence from teaching Statistics for Business","authors":"Tin-Chun Lin","doi":"10.1177/20427530211059625","DOIUrl":"https://doi.org/10.1177/20427530211059625","url":null,"abstract":"In this research, we investigated whether business students enrolled in a statistics course gained more by engaging in traditional face-to-face (FTF) learning or online learning. Empirical evidence suggested that students learned statistics more effectively when engaged with an instructor in a traditional FTF classroom versus through online learning; however, when the option of teaching virtually in fully online (ONL) classes was available, students successfully learned about statistics whether in a traditional FTF classroom or a ONL learning experience. In addition, evidence suggested that students’ overall satisfaction with the course and the instructor was higher in the FTF setting than in the ONL setting. Evidence also suggested that offering online zoom lecture meetings in the ONL setting remarkably enhanced students’ satisfaction with the course and the instructor and, importantly, reduced the gap in effective instruction between traditional FTF and ONL settings.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41387420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-23DOI: 10.1177/20427530211030642
Hanan Aifan
In this industrial age, skills required in most jobs are 21st-century skills. The current study aimed to investigate whether there is a relationship between implementing project-based collaborative learning using PowerPoint and improving students’ 21st-century skills from the students’ perspectives. It also examines whether there is a significant relationship between students’ attitudes toward learning collaboratively using PowerPoint to improve their 21st-century skills and their major. The participants of the study were 75 female students enrolled in an Educational Technology and Means course at Najran University. The findings revealed that there is a significant and positive relationship between implementing a project-based collaborative learning approach using PowerPoint and improving the students’ 21st-century skills, r (74) = 0.74 and p < 0.05. Additionally, the findings demonstrated that 21st-century skills improved the most through “actively collaborating with others” (M = 4.6, SD = 0.56). Additionally, there was no significant difference in students’ attitudes toward learning collaboratively using PowerPoint to improve their 21st-century skills in terms of human studies or scientific studies majors, t (37) = 1.97 and p > 0.05. The findings demonstrate that more research is required on the role of higher education in developing meaningful technology-based strategies to improve students’ 21st-century skills in learning environments.
在这个工业时代，大多数工作所需的技能都是21世纪的技能。本研究旨在从学生的角度探讨使用PowerPoint实施基于项目的协作学习与提高学生的21世纪技能之间是否存在关系。它还考察了学生使用ppt进行协作学习以提高其21世纪技能的态度与专业之间是否存在显著关系。这项研究的参与者是在Najran大学学习教育技术与手段课程的75名女学生。研究结果显示，使用PowerPoint实施基于项目的协作学习方法与提高学生的21世纪技能之间存在显著的正相关关系，r (74) = 0.74, p < 0.05。此外，研究结果还表明，通过“积极与他人合作”，21世纪的技能提高幅度最大(M = 4.6, SD = 0.56)。此外，在人文研究或科学研究专业中，学生对使用PowerPoint协作学习以提高21世纪技能的态度没有显著差异，t (37) = 1.97, p > 0.05。研究结果表明，高等教育在制定有意义的基于技术的策略以提高学生在学习环境中的21世纪技能方面的作用需要进行更多的研究。
{"title":"Implementing a project-based collaborative learning approach using PowerPoint to improve students’ 21st- century skills","authors":"Hanan Aifan","doi":"10.1177/20427530211030642","DOIUrl":"https://doi.org/10.1177/20427530211030642","url":null,"abstract":"In this industrial age, skills required in most jobs are 21st-century skills. The current study aimed to investigate whether there is a relationship between implementing project-based collaborative learning using PowerPoint and improving students’ 21st-century skills from the students’ perspectives. It also examines whether there is a significant relationship between students’ attitudes toward learning collaboratively using PowerPoint to improve their 21st-century skills and their major. The participants of the study were 75 female students enrolled in an Educational Technology and Means course at Najran University. The findings revealed that there is a significant and positive relationship between implementing a project-based collaborative learning approach using PowerPoint and improving the students’ 21st-century skills, r (74) = 0.74 and p < 0.05. Additionally, the findings demonstrated that 21st-century skills improved the most through “actively collaborating with others” (M = 4.6, SD = 0.56). Additionally, there was no significant difference in students’ attitudes toward learning collaboratively using PowerPoint to improve their 21st-century skills in terms of human studies or scientific studies majors, t (37) = 1.97 and p > 0.05. The findings demonstrate that more research is required on the role of higher education in developing meaningful technology-based strategies to improve students’ 21st-century skills in learning environments.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42514459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-12DOI: 10.1177/20427530211060919
Ferit Karakoyun, Bülent Başaran
In this study, 15-year-old Turkish students’ profiles of using ICT at home and at school were identified, and the extent to which these profiles were associated with their academic achievement was determined. Moreover, the study investigated the effects of the students’ age of first usage of digital device and internet, their gender and their parents’ education level on the students’ ICT usage profiles. In the study, by using Latent Class Analysis, Program for International Student Assessment (PISA) 2018 Turkey data were analyzed (n = 6890). According to the findings obtained in the study, it was revealed that the students who used ICT resources at high level at home and at school constituted the smallest class (8% of the sample). The students whose mothers’ levels of education were high and those who were male had a higher probability of being a member of the high-level ICT user class. In addition, the students who started using their first digital devices and the Internet at later ages were less likely to be a member of the class using high-level ICT. Finally, the students in the high-level ICT user class had low mathematics, reading, and science achievement scores.
{"title":"Identifying Turkish students’ profiles of using information and communication technologies and its relationship with their academic achievement: A latent class analysis approach","authors":"Ferit Karakoyun, Bülent Başaran","doi":"10.1177/20427530211060919","DOIUrl":"https://doi.org/10.1177/20427530211060919","url":null,"abstract":"In this study, 15-year-old Turkish students’ profiles of using ICT at home and at school were identified, and the extent to which these profiles were associated with their academic achievement was determined. Moreover, the study investigated the effects of the students’ age of first usage of digital device and internet, their gender and their parents’ education level on the students’ ICT usage profiles. In the study, by using Latent Class Analysis, Program for International Student Assessment (PISA) 2018 Turkey data were analyzed (n = 6890). According to the findings obtained in the study, it was revealed that the students who used ICT resources at high level at home and at school constituted the smallest class (8% of the sample). The students whose mothers’ levels of education were high and those who were male had a higher probability of being a member of the high-level ICT user class. In addition, the students who started using their first digital devices and the Internet at later ages were less likely to be a member of the class using high-level ICT. Finally, the students in the high-level ICT user class had low mathematics, reading, and science achievement scores.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44061947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-23DOI: 10.1177/20427530211058289
Ünal Çakıroğlu, Melek Atabay
It requires a lot of energy to support the adoption of online learning by adult learners. Thus, the question of how online learning intersects with adult learning may provide meaningful pathways to understanding online learning per se. This study aims to understand the online study behaviors of teachers enrolled in an online Educational Technology Master’s program. This case study involved a Research Methods course, which was part of an online project for teachers. An online control list form and interviews were used as data collection tools. The results indicated that sharing, problem solving, product development, monitoring, and research were prominent activities that shape the study behaviors. While some of the behaviors in these activities indicated the reshaping of previous study behaviors, other behaviors newly appeared during the program. Characteristics of adult learners, online setting features, and the context of the projects were the main factors that influenced study behaviors. Finally, the implications for better online adult learning experiences are addressed.
{"title":"Exploring online study behaviors of adult learners: A case study focusing on teachers’ professional development program","authors":"Ünal Çakıroğlu, Melek Atabay","doi":"10.1177/20427530211058289","DOIUrl":"https://doi.org/10.1177/20427530211058289","url":null,"abstract":"It requires a lot of energy to support the adoption of online learning by adult learners. Thus, the question of how online learning intersects with adult learning may provide meaningful pathways to understanding online learning per se. This study aims to understand the online study behaviors of teachers enrolled in an online Educational Technology Master’s program. This case study involved a Research Methods course, which was part of an online project for teachers. An online control list form and interviews were used as data collection tools. The results indicated that sharing, problem solving, product development, monitoring, and research were prominent activities that shape the study behaviors. While some of the behaviors in these activities indicated the reshaping of previous study behaviors, other behaviors newly appeared during the program. Characteristics of adult learners, online setting features, and the context of the projects were the main factors that influenced study behaviors. Finally, the implications for better online adult learning experiences are addressed.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43947703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-05DOI: 10.1177/20427530211044757
Kawita Sarwari, Ahmad Fawad Kakar, Jawad Golzar, Mirnader Miri
This study examined students’ attitudes toward distance learning, and its relationship with the duration of using Telegram and schooling. It specifically explored students’ experiences of the challenges and opportunities that distance learning created during the COVID-19 pandemic. Accordingly, two null hypotheses were formulated: (1) there is no significant relationship between students’ attitudes toward distance learning and the duration of using Telegram; and (2) there is no significant relationship between students’ attitudes towards distance learning and the duration of schooling. Data were collected from a survey questionnaire and in-depth semi-structured interviews with students from the English Department of Herat University, Afghanistan. The quantitative data were analyzed using SPSS, an independent samples t-test, and ANOVA. The results of the t-test showed that the first hypothesis should be accepted, meaning there is no relationship between students’ attitudes toward e-learning and years of Telegram use. Further, the one-way ANOVA test showed that the second null hypothesis was affirmed. Moreover, the qualitative findings indicated that distance learning via Telegram is associated with context-specific challenges and several opportunities.
{"title":"Distance learning during COVID-19 in Afghanistan: Challenges and opportunities","authors":"Kawita Sarwari, Ahmad Fawad Kakar, Jawad Golzar, Mirnader Miri","doi":"10.1177/20427530211044757","DOIUrl":"https://doi.org/10.1177/20427530211044757","url":null,"abstract":"This study examined students’ attitudes toward distance learning, and its relationship with the duration of using Telegram and schooling. It specifically explored students’ experiences of the challenges and opportunities that distance learning created during the COVID-19 pandemic. Accordingly, two null hypotheses were formulated: (1) there is no significant relationship between students’ attitudes toward distance learning and the duration of using Telegram; and (2) there is no significant relationship between students’ attitudes towards distance learning and the duration of schooling. Data were collected from a survey questionnaire and in-depth semi-structured interviews with students from the English Department of Herat University, Afghanistan. The quantitative data were analyzed using SPSS, an independent samples t-test, and ANOVA. The results of the t-test showed that the first hypothesis should be accepted, meaning there is no relationship between students’ attitudes toward e-learning and years of Telegram use. Further, the one-way ANOVA test showed that the second null hypothesis was affirmed. Moreover, the qualitative findings indicated that distance learning via Telegram is associated with context-specific challenges and several opportunities.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45527769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-05DOI: 10.1177/20427530211048235
Thi Nguyet Le, B. Allen, N. Johnson
Although blended learning (BL) has emerged as one of the most dominant delivery modes in higher education in the 21st century, there are notable barriers and drawbacks in using BL for English language teaching and learning in Vietnamese universities. This study reports on research into the use of BL, conducted through semi-structured interviews with 30 English as a Foreign Language (EFL) lecturers from 10 different universities across the two major cities of Vietnam. The findings revealed that EFL lecturers identified eight groups of barriers and four groups of drawbacks to the successful implementation of BL. The most significant barriers included: lack of infrastructure and technology, institutional policies and support; lack of knowledge, experience and investment in using BL; lack of technological competence and information technology (IT) skills and lack of teaching time to employ web-based technologies and online resources in classrooms. Meanwhile, the most crucial drawbacks were: lecturers’ workload, ineffective use of BL, time consumption and demotivation. The authors point to the underlying factors contributing to these barriers and drawbacks and make implications for how some of these can be effectively addressed through constructive changes to policy and practice.
{"title":"Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities","authors":"Thi Nguyet Le, B. Allen, N. Johnson","doi":"10.1177/20427530211048235","DOIUrl":"https://doi.org/10.1177/20427530211048235","url":null,"abstract":"Although blended learning (BL) has emerged as one of the most dominant delivery modes in higher education in the 21st century, there are notable barriers and drawbacks in using BL for English language teaching and learning in Vietnamese universities. This study reports on research into the use of BL, conducted through semi-structured interviews with 30 English as a Foreign Language (EFL) lecturers from 10 different universities across the two major cities of Vietnam. The findings revealed that EFL lecturers identified eight groups of barriers and four groups of drawbacks to the successful implementation of BL. The most significant barriers included: lack of infrastructure and technology, institutional policies and support; lack of knowledge, experience and investment in using BL; lack of technological competence and information technology (IT) skills and lack of teaching time to employ web-based technologies and online resources in classrooms. Meanwhile, the most crucial drawbacks were: lecturers’ workload, ineffective use of BL, time consumption and demotivation. The authors point to the underlying factors contributing to these barriers and drawbacks and make implications for how some of these can be effectively addressed through constructive changes to policy and practice.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45642014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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