A Blended Scientific Communication Course for Undergraduate Students: Addressing the Challenges Posed by the Covid-19 Pandemic

Kathpalia, Sujata S.; Kiat, See Eng; Tom, K. M.

doi:10.18485/esptoday.2020.8.2.1

Cited by 6 publications

(5 citation statements)

References 30 publications

(36 reference statements)

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“…Even though researchers are yet to publish the results of more extensive research on online FLA, based on our results we believe we can offer a number of practical ways in which anxiety during lessons may be alleviated. Since anxiety appears to be highly situationally dependent, ranging from low in text-based communication, to high in video-based communication, language instructors should experiment with using different modalities of interaction during a single lessonvideo-communication should be reserved for small group discussions, or pair work, while they should show flexibility when asking students to turn on their cameras during whole-class presentations or lectures, which is in line with suggestions made by Kathpalia, Kiat and Tom (2020). The negative effects of silence may be moderated by means of text-based communication, since there is no conventional turn-taking, many simultaneous responses are, in fact, welcome and any concerns about interrupting others are minimized.…”

Section: Discussionmentioning

confidence: 77%

How Anxious are Online ESP Learners? Exploring Students’ Anxiety in Video, Audio and Text-Based Communication in an Online Classroom

Topalov¹,

Knežević²,

Halupka-Rešetar³

2023

ESP Today

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This study examines the level of anxiety students experience during ESP university classes in response to three different modalities of digital classroom environments, i.e., virtual classrooms which require participation in varying degrees of engagement -by means of video, audio and text-based interaction. In a cross-sectional survey, a total of 184 ESP students at four different faculties completed a modified version of the Situational Communication Apprehension Measure (SCAM, McCroskey & Richmond, 1985) which aimed to determine the level of anxiety the students report feeling during video, audio and text-based synchronous online ESP classes. The main results indicate that the highest levels of anxiety were found with classroom contexts where students took part in lessons by means of a camera, with somewhat lower levels of anxiety found in contexts where students used the microphone to communicate with the language instructor and the other students. We propose that the main reasons behind these results lie in the overwhelming amount of visual and audio cues students are exposed to during online lessons, in particular the issues regarding gaze, the mirror effect, and dissonance of being physically present in one environment and mentally in another.

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Section: Discussionmentioning

confidence: 77%

How Anxious are Online ESP Learners? Exploring Students’ Anxiety in Video, Audio and Text-Based Communication in an Online Classroom

Topalov¹,

Knežević²,

Halupka-Rešetar³

2023

ESP Today

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“…Students that are intrinsically motivated exhibit a remarkable propensity to proactively chart their learning path, guiding themselves to explore resources, establish personal objectives, and venture into subject matter well beyond the prescribed curriculum (Yin & Yuan, 2021 ). Intrinsic motivation also enhances adaptability (Tan, Lau, Kung, & Kailsan, 2019) which is much needed in blended learning environments (Kathpalia, Kiat, & Tom, 2020). Blended learning often introduces challenges such as technical issues, time management complexities, and the need to seamlessly transition between online and in-person components (Bekbaev & Menglibekov, 2023;Cruz & Dulay, 2023).…”

Section: Literature Reviewmentioning

confidence: 99%

Assessing the psychometric properties of the intrinsic motivation inventory in blended learning environments

Bosch

2024

JEELR

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This study investigates the validity and reliability of the Intrinsic Motivation Inventory (IMI) in the context of blended learning. In the digital age, the fusion of online components with traditional classroom instruction has become integral to modern pedagogy, giving rise to blended learning—a flexible approach accommodating diverse learning needs. In such multifaceted environments, intrinsic motivation emerges as pivotal for sustaining student engagement, bridging the gap between in-person and online learning components. Utilizing a quasi-experimental quantitative research design, the research focuses on first-year university students enrolled in a blended learning economics course. Thorough statistical analysis affirms the IMI's effectiveness in accurately measuring intrinsic motivation levels within the diverse framework of blended learning. The findings not only validate the IMI as a tool for assessing intrinsic motivation but also underscore its importance for educators. Understanding students' intrinsic motivation is essential for tailoring instructional strategies, identifying at-risk students, and proactively preventing potential dropouts in blended learning environments. The validation of the IMI enhances the accuracy of assessments, interventions, and program evaluations, ultimately contributing to the improvement of education quality for students engaged in the integrated format of traditional and online instruction.

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“…The findings suggest that the teacher is the most significant factor affecting student satisfaction, followed by student expectations, feedback, and effective course design. The pandemic experience has also had an impact on blended courses as well (see Kathpalia et al, 2020;Mali & Lim, 2021). Elalouf et al (2022) focused on the Structured Query Language (SQL) learners' perception and performance in both online and face-to-face teaching methods, primarily with regard to the role of the instructor, lesson delivery clarity and understanding, and the shift in learning mode.…”

Section: Literature Reviewmentioning

confidence: 99%

Engineering and Management Students’ Views on Online and Face-to-Face EAP Teaching

Tasić,

Stamenković

2024

ESP Today

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This article presents a study that investigated students' attitudes toward both online and face-to-face English for Academic Purposes (EAP) classes. The study was conducted with students of mechanical engineering and engineering management after the lifting of COVID-19 restrictions that allowed face-to-face teaching to resume. The study aimed to determine students' preferences for online or face-to-face classes and the reasons behind their opinions. It also aimed to compare the difficulty and interest level of EAP classes with other courses and gather qualitative feedback on how online EAP classes could be improved. The study was primarily quantitative, but it had a qualitative segment, too. The results indicated that students generally prefer face-to-face to online classes, although only marginally. Participants appreciated the ability to work from home and revisit recorded lessons in online classes, while face-to-face classes were valued for better communication with the instructor and collaboration with peers. English was viewed as better suited to online teaching than other courses, but students were hesitant to participate openly during classes. Most respondents suggested more active participation from students and mandatory attendance as ways of improving the online teaching process.

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A Blended Scientific Communication Course for Undergraduate Students: Addressing the Challenges Posed by the Covid-19 Pandemic

Cited by 6 publications

References 30 publications

How Anxious are Online ESP Learners? Exploring Students’ Anxiety in Video, Audio and Text-Based Communication in an Online Classroom

How Anxious are Online ESP Learners? Exploring Students’ Anxiety in Video, Audio and Text-Based Communication in an Online Classroom

Assessing the psychometric properties of the intrinsic motivation inventory in blended learning environments

Engineering and Management Students’ Views on Online and Face-to-Face EAP Teaching

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