Synchronous and asynchronous distance learning of anaphora in foreign languages

Bruscato, Amanda Maraschin; Baptista, Jorge

doi:10.35699/1983-3652.2021.29177

Cited by 7 publications

(6 citation statements)

References 27 publications

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“…The purpose of this paper was to discuss the designing of an online course on anaphora. In other articles, we have analysed students' learning outcomes (Bruscato & Baptista, 2021b) and their anonymous evaluation of the classes (Bruscato & Baptista, 2021a). Overall, the teaching module was evaluated positively and improved learners' comprehension of written texts.…”

Section: Discussionmentioning

confidence: 99%

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Designing an Online Course to Teach Anaphora in Foreign Languages

Bruscato

Baptista

2021

Intern. j., second, foreign lang. educ.

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This paper presents the designing of an online course to teach anaphora in English and Spanish as foreign languages. Anaphora is a discursive mechanism that contributes to textual cohesion. Instead of repeating the same nouns in their texts, speakers can use different pronouns or even ellipsis to improve communication. Each language has its own anaphoric system, which can be very distinct from null-subject languages, such as Spanish, to non-null-subject languages, such as English. Focusing on this topic, a two-week course was designed and taught in 2020 at the Federal University of Rio Grande do Sul (Brazil) and at the University of Algarve (Portugal) to language undergraduate students. The first lesson was an introduction to the concepts of cohesion, anaphora, and the pronominal system in the target language. These topics were further explained in the second lesson, which was also about ambiguity. The activities included: educational videos; tools for corpus analysis and coreference resolution; discussion forums; short answer, matching, and multiple-choice exercises; hyperlinks to more videos, texts, and exercises. Students’ knowledge of anaphora was assessed in a pre-test and in three post-tests (discussed in another article), and the results were compared between experimental and control groups. The teaching module improved learners’ comprehension of written texts and could be adapted to teach anaphora in other languages.

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Section: Discussionmentioning

confidence: 99%

“…Thus, there were three groups of participants: one that had synchronous lessons, one that had asynchronous lessons, and another that had no lesson (the control group). Results from this study are analysed in another paper (Bruscato & Baptista, 2021b) and will not be discussed here.…”

Section: Introductionmentioning

confidence: 99%

Designing an Online Course to Teach Anaphora in Foreign Languages

Bruscato

Baptista

2021

Intern. j., second, foreign lang. educ.

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“…According to Ebner and his colleagues (2020) before COVID-19, online learning have often been seen as a supporting method for the face to face classes, and rarely found pure e-learning for more than 30 years. As mentioned by Bruscato and Baptista (2021b) both synchronous and asynchronous online learning seem to be equally effective the educational process. However, asynchronous online learning seems economically the best option for institutions.…”

Section: Introductionmentioning

confidence: 92%

Towards Webcam-Based Face Direction Tracking to Detect Learners' Attention Within Asynchronous E-Learning Environment

Ramaha

Karaş²,

Gül

et al. 2021

Int. Arch. Photogramm. Remote Sens. Spatial Inf. Sci.

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Abstract. Recently, as a consequence of COVID-19 pandemic, the delivery of education at most of the educational institutions depended mainly on e-learning. So, the researchers give more attention for both synchronous and asynchronous e-learning. Although from an economical perspective, asynchronous e-learning seems to be the best e-learning option for institutions, still one of the biggest challenges is how to keep learners motivated for the entire learning process. One of important motivational factors that drives the success of the learning process is the learner attention. Therefore, to retain the learners' attention during the asynchronous e-learning process, we need first to detect their loss of attention. Accordingly, more studies started to focus on detecting learners’ attention. However, those studies can't be widely used for attention detection within asynchronous e-learning environments, as the used approaches tend to be inaccurate, and complex for the design and maintain. In contrast, in this study, we explore the possibility to find a simple way that can be widely used to detect learners' attention within the asynchronous e-learning environments. Therefore, we used webcams which are available in almost every laptop, and computer vision tools to detect learners' attention by tracking their faces. Thereafter, we evaluated the accuracy of our suggested method, the result of this evaluation showed that our method is efficient.

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“…While, using the asynchronous method students can get the knowledge anywhere and anytime; at their pace, examples of this method are web-based learning, email, and forums. As mentioned by Bruscato and Baptista (2021b), both synchronous and asynchronous online education has the same effect on the educational process. However, as they concluded, the asynchronous online education is more effective from an economical perspective than the synchronous.…”

Section: Introductionmentioning

confidence: 94%

“…According to Bruscato and Baptista (2021a), generally the students and teachers had a bad conception about the online education. However, online education seems to be the safest solution for the educational institution during the COVID-19 pandemic (Bruscato and Baptista, 2021b). Delivering the online education can be done using one or both of the two communication methods; the synchronous method or the asynchronous method (Hrastinski, 2008).…”

Section: Introductionmentioning

confidence: 99%

An Intelligent Tutoring System to Maintain the Students’ Motivation

Ramaha

Abdellatef²,

Karas³

2022

Int. Arch. Photogramm. Remote Sens. Spatial Inf. Sci.

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Abstract. Recently, many educational institutions around the world has transformed to online education specially during the COVID-19 pandemic. This fast and in many cases unplanned transformation leads to the needs for more researches to find solutions for the problems of this rapid transformation. As it's the best economic options during this pandemic, this study focused on creating a web-based (asynchronous system) intelligent tutoring system (ITS) to support the teachers in the C programming language course. Nonetheless, the suggested system takes into consideration one of the biggest challenges for asynchronous system which is how to maintain the students' motivation for the entire learning process. Therefore, the current study suggested the use of an interactive ITS as a solution for this challenge. The created system C-ITS used a set of motivational state rules and tactics to assess and maintain the motivation of the students. Finally, after using the system by the students and the teachers for two weeks, we conducted an evaluation study to evaluate the quality of the system design, the usability, the functionality, the compatibility. The result of the evaluation study showed that C-ITS system acceptable from both the students and the teachers.

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Synchronous and asynchronous distance learning of anaphora in foreign languages

Cited by 7 publications

References 27 publications

Designing an Online Course to Teach Anaphora in Foreign Languages

Designing an Online Course to Teach Anaphora in Foreign Languages

Towards Webcam-Based Face Direction Tracking to Detect Learners' Attention Within Asynchronous E-Learning Environment

An Intelligent Tutoring System to Maintain the Students’ Motivation

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