Distance Education: An Investigation of Tutors’ Electronic Feedback Practices during Coronavirus Pandemic

AbuSa’aleek, Atef Odeh; Al-Otaibi, Abdullah Nijr

doi:10.3991/ijet.v17i04.22563

Cited by 3 publications

(4 citation statements)

References 47 publications

(101 reference statements)

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“…Unlike in the past decades, students can study and attend classes and courses via online teaching and learning platforms internationally. Besides international students, non-traditional, evening, returning, and adult students also enjoy the flexibility of the online teaching and learning platform due to the development of technology (Olesen-Tracey, 2010;AbuSa'aleek and Alotaibi, 2022). The current online learning experience provided this unique opportunity as the online platform connected students inside and outside the country, thus appropriately meeting students' motivations.…”

Section: Discussionmentioning

confidence: 99%

“…Another recent study (Dos Santos, 2021d) also indicated that domestic and international students enjoyed the online learning environment as many could continue their education, particularly during the lockdown and COVID-19 pandemic. The participants indicated that the online learning options should be continued to meet the needs of students from different background (Atmojo and Nugroho, 2020;AbuSa'aleek and Alotaibi, 2022;Chen and Du, 2022).…”

Section: Motivation and Reason Of Online Learningmentioning

confidence: 99%

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Online learning after the COVID-19 pandemic: Learners’ motivations

Santos

2022

Front. Educ.

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The COVID-19 pandemic has become a focus on reforming teaching, learning models and strategies, particularly in online teaching and learning tools. Based on the social cognitive career theory and the constructivist learning theory, the purpose of this study was to understand and explore the learning preference and experience of students’ online courses during the COVID-19 pandemic and the management after the COVID-19 pandemic from the students’ perspective. The study was guided by the following two research questions: (1) After the COVID-19 pandemic, why do the students want to continue their foreign language courses via an online platform and model? What are the motivations and reasons? (2) How would the students describe their experience of a foreign language course via an online platform and model? With the general inductive approach and sharing from 80 participants, the participants indicated that flexibilities and convenience, same outcomes and learning rigorousness, and interactive experiences with classmates from different parts of the world were the three main key points. The results of this study may provide recommendations to university leaders, department heads, and teachers to reform and upgrade their online teaching curriculum and course delivery options after the COVID-19 pandemic.

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Section: Discussionmentioning

confidence: 99%

Section: Motivation and Reason Of Online Learningmentioning

confidence: 99%

Online learning after the COVID-19 pandemic: Learners’ motivations

Santos

2022

Front. Educ.

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“…International Journal of Instruction, January 2024 • Vol.17, No.1 teaching to online learning platforms and environments (AbuSa'aleek & Alotaibi, 2022). As both K-12 and university classes needed to be taught from online platforms, university departments needed to arrange online-based student-teaching internships as no physical classrooms were available in on-campus environments (Moorhouse, 2020;Stewart & Lowenthal, 2022).…”

Section: Experiences and Sense-making Processes Of Online Teaching …mentioning

confidence: 99%

Experiences and Sense-Making Processes of Online Teaching Internship: A Master of Teaching Programme

Santos

2024

INT J INSTRUCTION

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Teaching requires a student-teaching internship for the license and registration, usually completed from the face-to-face and on-campus components. However, due to the covid-19 pandemic, many classrooms have switched to online platforms, regardless of the levels. This study aims to understand student-teachers’ experiences of an online-based student-teaching internship and how such internships influence the sense-making processes of student-teachers in online school environments. In line with the self-efficacy theory and social cognitive career and motivation theory, the case study method was used to invite a group of Master of Arts in Teaching students (a total of 18) to share their experiences and sense-making processes of their online student-teaching internship. Semi-structured interviews, focus group activities, and member-checking interviews were used to collect data from the participants. Based on the qualitative data, three themes were categorised: 1) positive experiences, 2) technology education is the trend, and 3) preparation for online classroom environments. The study may provide support or ideas to university leaders, supervisors, department heads, student-teachers, and policymakers to reform and polish their teaching qualification programmes with different types of delivery modes in order to meet the needs and educational trends of the coming decades. Keywords: case study, Master of Arts in Teaching, online learning, self-efficacy, sense-making process, social cognitive career, motivation theory, student-teaching internship

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“…To describe the underlying theories of giving feedback, behavioral learning theory (Skinner, 2011) was another theory that served as the basis for this study. Feedback was initially believed to be associated with the behaviorist approach, which views writing instruction as a series of stimuli delivered by the teacher and the student's responses to these stimuli (Gezahegn & Gedamu, 2023;AbuSa'aleek & Alotaibi, 2022;AbuSa'aleek & Shariq,2021).…”

Section: Introductionmentioning

confidence: 99%

Exploring EFL Supervisors' Feedback on Postgraduates' Research Proposals: Functions and Foci

AbuSaaleek,

Alenizi

2023

REGISTER J.

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Supervisory feedback plays a crucial role in supervising research in higher education. Feedback is a crucial component of successful teaching practices in the context of postgraduate research proposal writing. Effective supervisory feedback can promote supervisees' academic writing and enhance the quality of their research proposals. Therefore, this study aimed to examine the feedback functions and feedback foci that EFL supervisors employ in their written feedback when refining postgraduate research proposals. A qualitative approach and simple descriptive quantitative measures were adopted to address the study's aims and estimate the prevalence of feedback forms. The study's sample included (N = 5) supervisors (4 male and 1 female supervisor) supervising postgraduate students as part of the M.A. in Applied Linguistics program. Data were collected from five supervisory feedback reports on postgraduates' research proposals and proposal drafts. The finding revealed that the EFL supervisors predominantly used directive feedback (52%) in their feedback provision instead of referential (30%) and expressive feedback (18%). Additionally, the findings showed that the EFL supervisors primarily focused on content issues (53%), followed by organization (29%) and appropriateness (19%), and the lowest number of supervisory feedback focused on linguistic accuracy (16%). The study provides pedagogical implications for supervisors and recommendations for further studies.

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Distance Education: An Investigation of Tutors’ Electronic Feedback Practices during Coronavirus Pandemic

Cited by 3 publications

References 47 publications

Online learning after the COVID-19 pandemic: Learners’ motivations

Online learning after the COVID-19 pandemic: Learners’ motivations

Experiences and Sense-Making Processes of Online Teaching Internship: A Master of Teaching Programme

Exploring EFL Supervisors' Feedback on Postgraduates' Research Proposals: Functions and Foci

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