检查教师对电子学习工具的看法:来自印度尼西亚EAP教室的调查

A. Suherman, Hamzani Wathoni
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引用次数: 2

摘要

鉴于在2019冠状病毒病大流行期间,在线教学在全球范围内得到了广泛实施,教师需要具备高水平的IT技能才能进行在线教学。毫无例外,EAP(学术英语)教师需要熟悉电子设备,因为它们可以在电子学习环境中提供好处。目前的研究旨在调查教师在印尼EAP课堂中使用电子学习工具的看法。45名印尼EAP教师参与了本次研究,他们具有不同的年龄、学术背景和EAP教学经验。用于收集研究数据的工具是在线调查和半结构化访谈。结果显示,视频和VLEs是教师最常用的两种电子学习工具,其中“自学”和“同事”是教师最喜欢的两种学习方法。此外,教师认为使用电子学习工具的积极影响是促进学生的参与和发展学习者的自主性。本研究结果的教学意义建议学校当局应组织更定期的职前教师培训计划,以帮助新手教师提高他们的资讯科技技能。此外,电子学习工具应该更多地用于在线教学,因为它们可以提供促进学生参与和促进学习者自主的好处。本文还提出了当前研究的一些局限性,并对未来的研究提出了一些建议
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Examining Teachers’ Perceptions of E-Learning Tools: A Survey from Indonesian EAP Classrooms
Given the fact that online teaching has been widely implemented across the globe during this Covid-19 pandemic, teachers are required to have a high level of IT skills to be able to conduct online teaching. It is without exception that EAP (English for Academic Purpose) teachers need to familiarize themselves with electronic devices due to the benefits they have to offer in an e-learning environment. The current study aims at examining teachers’ perceptions of using e-learning tools in the context of Indonesian EAP classrooms. Forty-five Indonesian EAP teachers participated in the current study with different ages, academic backgrounds, and lengths of EAP teaching experiences. The instruments used to collect the research data were an online survey and semi-structured interviews. The results showed that video and VLEs were the two most commonly-used e-learning tools among the teachers with “self-taught” and “colleagues” being the two most favorite approaches the teachers have employed to learn such tools. Besides, promoting student engagement and developing learner autonomy were perceived as positive impacts of using e-learning tools by the teachers. Pedagogical implications of this study’s findings suggested that school authorities should organize more regular pre-service teacher training programs with the purpose to help novice teachers to improve their IT skills. Besides, e-learning tools should be more used in online teachings due to the benefits they have to offer for promoting student engagement and facilitating learner autonomy. A number of limitations in the current study are also presented along with some suggestions for future studies
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