Remote Learning Versus Traditional Learning: Attitudes of University Students (original) (raw)
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The Journal of International Education Science, 2023
This phenomenological study explored teachers' and students' perspectives on secondary English courses in distance education. The study group included teachers who taught English courses remotely in the 2020–2021 academic year and 12th grade students who took English courses remotely. The study group was selected by purposeful sampling. A semi-structured interview form based on the SWOT analysis questions was used to collect data. Content analysis was used to analyze and interpret the interview data. The research found that teachers were psychologically negatively impacted by the pandemic but saw both positive and negative aspects. The pandemic was found to be more beneficial for students academically, with some improvements in English skills and some flexibility in education being advantageous.
Analysis on Remote Education: Teachers' and Learners' Experiences in Transitioning to Online
2022
The COVID-19 pandemic has profoundly altered education. As a result, education has revolutionized considerably, with the notable emergence of e-learning, where instruction is done remotely and on digital platforms. Following a descriptive design, this paper focuses on the different aspects of online teaching and learning amidst the COVID-19 pandemic. The paper aimed to present the aspects mentioned above through SWOT analysis. Sampling was used conveniently and purposively to gather responses that involved both instructors and students under BSMT and BSMarE programs during the academic year covering 2020-2021. Data for the present paper were collected from the respondents through a survey questionnaire using an online platform. The results of the analysis revealed the following strengths, weaknesses, opportunities and threats in remote learning: accessing learning resources, unstable internet connection, independence from faculty instruction and student selflearning on various teaching and learning methodologies, exploitation of learning materials and miscommunication respectively. At the end of the investigation, the following concrete recommendations are made based on the findings: monitoring an upgrading of online learning materials, availability of technical assistance and a series of orientations for digital literacy and issuance of authorship certificates to creators.
Šiuolaikinės visuomenės ugdymo veiksniai, 2021
The article analyzes the challenges posed by rapid shifting from face-to-face to online teaching/learning due to the Covid-19 pandemic. Along with other educational institutions Vilniaus kolegija/University of Applied Sciences had to switch to online teaching/ learning. After a year of new experience, a cross-sectional study was conducted to establish students' and teachers' perceptions of online learning and highlight areas for improvement. Two surveys were conducted: a student survey (N=39) and a teacher survey (N=13). The findings revealed that the vast majority of the respondents in both groups feel fully or partially satisfied with online teaching/learning and academic achievements. Of the two main tools engaged in online teaching/learning preference is given to Microsoft Teams, leaving the Moodle platform slightly behind. The authors conclude that despite overall positive feedback some improvements are necessary to raise the quality of online teaching/learning. Further research would help to monitor the development of the situation.
Learners’ Perceptions of Language Remote Teaching during the COVID-19 Pandemic
Journal of Foreign Language Teaching and Learning
This paper investigated the learners’ perception and satisfaction of a distance learning course conducted by the French and Italian lecturers as foreign languages in a Malaysian university, during the first wave of the COVID-19 pandemic, from April to July 2020. The study aims to improve online and blended learning and teaching since distance learning is still being implemented because of the pandemic. A distance course perception and satisfaction survey were administered to collect the data. Descriptive statistics of the learners’ scores (based on a five-point Likert scale) highlighted that students appreciated the course structure/design and the learner-teacher and learner-learner interactions, while the general level of satisfaction for the online course as a whole remained moderate. It also underlined the negative influence of emergency remote teaching (ERT) on the learners’ psychology, affecting students’ perceptions and task value. The French and Italian lecturers acknowledged...
JELTL (Journal of English Language Teaching and Linguistics), 2022
The objective of our study is to know the perception of Chilean university students toward the pedagogical methodologies in online English classes during the COVID-19 pandemic. We applied a questionnaire (built by fifteen experts, validated through a pilot test of 34 students, and improved with licensed 21.0 version SPSS in terms of consistency) to 341 students from different university programs. We analyzed the responses quantitatively and qualitatively and found out that 75% of the 341 students surveyed have shown agreement with the pedagogical methodologies applied in online classes and motivation in learning due to the permanent concern and communication of the teacher in charge. Besides, the students have also yielded satisfactory learning outcomes. These results reveal that the online English teaching of Chilean higher education during the pandemic has been good and indirectly show the willingness of Chilean university teachers to receive relevant and continuous training to deliver quality education. In 2022, many countries have returned to face-to-face classes, but we believe that the pedagogical methodologies used in this research could serve as a reference for teachers or researchers worldwide who wish to incorporate into their face-to-face classes a part of online teaching and do research on online English teaching.
Sustainability
In Spring 2020, due to the rapid spread of COVID-19, all educational institutions in Latvia, including the University of Latvia (UL), transitioned from face-to-face on-site learning to remote learning. After a short period of face-to-face on-site learning in autumn, UL returned to remote learning in November for the second time. This paper investigates the UL students’ perspectives on remote teaching and learning at the UL during the first and second COVID-19 periods. The research assesses several remote study organization aspects, including the lecturer’s and student’s digital skills, their access to information and support during the study process, planning and implementation of the study process, and students’ acquisition of the content. The study used an original questionnaire designed in the Spring 2020 semester. Seven questions from the first questionnaire were included in another follow-up questionnaire distributed in the Spring 2021 semester. A total of 2248 UL students from...
The Advantages and Disadvantages of Offline and Emergency Remote Online General English Classes
Language circle, 2022
During the Covid-19 outbreak, with more than one billion school closures occurring worldwide, all teaching and learning interactions have to be conducted online, and it is a challenge for teachers (and learners) to adapt to this sudden shift because most educational institutions were not yet ready. However, regardless of the pandemic, in the era where technology plays a huge part in the advancement of human civilization, it is time for the global education system to evolve and begin incorporating technology into its implementation. Once the pandemic is over, teachers (and learners) will then have the opportunity to choose their medium of teaching and learning interactions, whether it is offline or online. Thus, this study examined and compared the advantages and disadvantages of both offline and emergency remote online teaching. The data were collected through Focus Group Discussion. Several prompts were used as discussion starters, but the researchers allowed the participants to share their opinions freely and let the data speak. The data were then analyzed and coded using thematic analysis. Researchers then made a summary of synthesis assumptions based on and supported by evidence from the data corpus. The findings revealed that teachers tend to favor offline teaching for its direct teacher-student interactions, although the high number of students in one class can be a challenge. Whereas online teaching is preferred for its time-efficiency and flexibility, albeit its technological complexity.
Moroccan English Department Student Attitudes Towards the Use of Distance Education During COVID-19
International Journal of Information and Communication Technology Education, 2021
The current study aims to investigate students' attitudes towards the use of distance education during COVID-19 in Morocco. The first cases of COVID-19 starting from the first weeks of March 2020 has obliged educational authorities to suspend face-to-face education. Immediately, distance education was declared the alternative means to complete the academic year. Moroccan TV channels started broadcasting lessons for different levels at different times. Moreover, teachers and students started using social media and university platforms to share lessons. However, not all students agree with distance education in the adopted format. Accordingly, the current study investigates the attitudes of Moroccan English Department students at Moulay Ismail University. A mixed-method design was adopted by triangulating data from five-point Likert scale questionnaires and a focus group. The results showed that students generally prefer face-to-face education rather than distance education. Howev...
Season of Migration to Remote Language Learning Platforms: Voices from EFL University Learners
article , 2020
The abrupt disruption of the traditional face-to-face language instruction due to the unprecedented COVID-19 pandemic has forced many schools and higher learning institutions in Oman and around the globe to establish a virtual learning environment. This crisis-prompted remote learning has been a new experience for most teachers and students alike, a variable that may affect students' learning. Thus, it is significant to understand the students' experience with online teaching and learning. This study explicitly examines online teaching and learning as perceived by English as a Foreign Language (EFL) students of a higher learning institution in Oman. A total number of (112) undergraduate students in Oman acted as a data source by responding to a computer-assisted survey questionnaire. The survey focused on the following themes: overall first-time online language learning experience; online courses; online learning mode and attainment of graduate attributes; effectiveness of online teaching and delivery; utilization and usefulness of electronic learning devices; and e-learning language skills. The findings highlight the significance of exploring learners' online learning experience and its implications for planning, implementing, teaching, and assessing online language education.
Universal Journal of Educational Research, 2020
The implementation of teaching English online parallel to its on-campus courses has become a necessity more than a supplement. After the spread of the Corona virus, Covid-19, online teaching has become the only alternative to maintain a proper education in Jordan, especially at the German Jordanian University (GJU). The pandemic, despite its negativity, has opened doors to innovative ways in education and encouraged everyone to continue with online education. With the positive impact of online teaching for higher education, this paper concentrates on the need to continue online teaching as parallel to classroom teaching after the end of the pandemic since its advantages have proven it to be effective and beneficial. The study uses a survey approach administered to GJU undergraduate students, who have taken English lectures online during the pandemic. The variables are reliable with Cronbach alpha α = 0.736, proving that students are interested and do need to take English courses online as a parallel form but not as a substitute. The results show that students are in favor of the parallel leaning for the multiple benefits it offers. E-learning is the new gateway for GJU to adopt the parallel stream in higher education, and can be used due to its advantage.