E-Learning最新文献_第8页

Teacher identity in technology-assisted language learning: Challenges and affordances 技术辅助语言学习中的教师身份:挑战与启示

E-Learning Pub Date : 2022-04-29 DOI: 10.1177/20427530221092855

Akbar Bahari

引用次数: 5

Learning whiplash: Chinese College EFL learners’ perceptions of sudden online learning 学习鞭打:中国大学英语学习者对突然在线学习的认知

E-Learning Pub Date : 2022-03-03 DOI: 10.1177/20427530211022922

Christopher R Barnhart, Luna Li, Jerry D. Thompson

{"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":"19 1","pages":"240 - 257"},"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}

引用次数: 2

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 新冠肺炎大流行时期学习管理系统的接受：接受和使用技术模型统一理论的应用和扩展

E-Learning Pub Date : 2022-03-01 DOI: 10.1177/20427530221107788

A. Esawe, Karim Taher Esawe, N. Esawe

引用次数: 6

Double tap, double trouble: Instagram, teachers, and profit 双击，双重麻烦：Instagram、教师和利润

E-Learning Pub Date : 2022-02-24 DOI: 10.1177/20427530211064706

Summer Davis, Joanne H. Yi

{"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":"19 1","pages":"320 - 339"},"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}

引用次数: 5

Student learning performance and satisfaction with traditional face-to-face classroom versus online learning: Evidence from teaching Statistics for Business 学生对传统面对面课堂与在线学习的学习表现和满意度:来自商业统计教学的证据

E-Learning Pub Date : 2022-02-23 DOI: 10.1177/20427530211059625

Tin-Chun Lin

引用次数: 10

Implementing a project-based collaborative learning approach using PowerPoint to improve students’ 21st- century skills 运用ppt实施基于项目的协作学习方法，提高学生的21世纪技能

E-Learning Pub Date : 2021-12-23 DOI: 10.1177/20427530211030642

Hanan Aifan

{"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":"19 1","pages":"258 - 273"},"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}

引用次数: 2

Identifying Turkish students’ profiles of using information and communication technologies and its relationship with their academic achievement: A latent class analysis approach 识别土耳其学生使用信息和通信技术的情况及其与学业成绩的关系：一种潜在的课堂分析方法

E-Learning Pub Date : 2021-12-12 DOI: 10.1177/20427530211060919

Ferit Karakoyun, Bülent Başaran

{"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":"19 1","pages":"295 - 319"},"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}

引用次数: 1

Exploring online study behaviors of adult learners: A case study focusing on teachers’ professional development program 成人学习者在线学习行为研究:以教师专业发展计划为例

E-Learning Pub Date : 2021-11-23 DOI: 10.1177/20427530211058289

Ünal Çakıroğlu, Melek Atabay

引用次数: 0

Distance learning during COVID-19 in Afghanistan: Challenges and opportunities 新冠肺炎期间阿富汗的远程教育：挑战与机遇

E-Learning Pub Date : 2021-10-05 DOI: 10.1177/20427530211044757

Kawita Sarwari, Ahmad Fawad Kakar, Jawad Golzar, Mirnader Miri

{"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":"19 1","pages":"144 - 162"},"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}

引用次数: 10

Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities 混合学习：越南大学英语讲师的障碍和缺点

E-Learning Pub Date : 2021-10-05 DOI: 10.1177/20427530211048235

Thi Nguyet Le, B. Allen, N. Johnson

{"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":"19 1","pages":"225 - 239"},"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}

引用次数: 8