Educational Technology

Dorf, Richard C.

doi:10.1109/te.1969.4320439

Cited by 5 publications

(5 citation statements)

References 3 publications

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“…Furthermore, teachers should know that what the student does is more important than what they do. To construct a meaningful and valuable user experience, the materials and learning activity in online learning platforms should be useful, usable, desirable, findable, accessible, credible as well as valuable (Dorf, 2019).…”

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confidence: 99%

Exploring EFL Students’ Perception of Online Learning via Microsoft Teams: University Level in Indonesia

Rojabi¹

2020

Engl. Lang. Teach. Educational. Journal

103

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An internet connection has been crucial in the era of globalization to enhance human activities in various activities of economic, culture, defense, and many others, especially in the EFL classroom setting. Microsoft Teams as an innovative online learning platform provides unique features to enhance its potential to help EFL teachers to conduct better interaction as well learning environment in online learning. This research aimed at exploring students’ perceptions of online learning via Microsoft Teams. The study was conducted with twenty-eight sixth-semester students at Open University (Universitas Terbuka-UPBJJ Jember). Data were collected by using questionnaires to gain information about the EFL students’ perception of online learning via Microsoft Teams. The questionnaire was distributed to the students through Google forms after all materials in online learning had been conducted. The questionnaires data obtained were analyzed descriptively. The finding of the research revealed that online learning via Microsoft Teams is categorized as something new for the students but this interaction and learning environment motivated students in participating online learning, as a result, they can easier to comprehend the learning materials.

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confidence: 99%

Exploring EFL Students’ Perception of Online Learning via Microsoft Teams: University Level in Indonesia

Rojabi¹

2020

Engl. Lang. Teach. Educational. Journal

103

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“…Online materials and learning activities are designed to increase students' prior knowledge, model a task, read, illustrate, and solve a problem, investigate, review information, react to an idea, stimulate their senses, and promote critical thinking (Rojabi, 2020). Therefore, they should be helpful, usable, desired, discoverable, accessible, credible, and valuable (Dorf, 2019). Cheung and Cable (2017) identified eight principles fundamental to effective online teaching: encouraging contact between students and faculty, collaborative learning, quick feedback, active learning, task time, high expectations, diversified learning, and technology application.…”

Section: A Efl Online Classes In Higher Educationmentioning

confidence: 99%

EFL Teachers' Perspective of Teaching Large Online Classes: Issues and Challenges

Alutaybi,

Alfares

2023

jltr

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This study aimed to explore Saudi tertiary English as a foreign language (EFL) teachers' perspective on teaching large online classes (LOCs) and investigate how they cope with the challenges associated with teaching. At the tertiary level, large class sizes have been the norm because of the restricted availability of teaching personnel and enormous student enrollments. A qualitative approach was used to collect data to achieve the aims of this study. Six EFL faculty members at Taif University English Language Centre were interviewed. The findings revealed that, notwithstanding the benefits of teaching LOCs, instructors encountered challenges due to a lack of student engagement, participation, motivation, technological issues, evaluating students and providing meaningful feedback, and classroom management. In addition, they suggested various ways to overcome these challenges.

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“…As reported by Dorf (2019), educational technologies are classified into learning tools, educational resources, learning environments, as well as learning methods. Firstly, both digital and non-digital technologies used to promote learning through internet connection is defined as learning tools Secondly, educational resources provide textbooks, tutorials, and other learning materials.…”

Section: Zuvio and Online Instant Response Instructionmentioning

confidence: 99%

Preliminary Study on Exploring Students' Perceptions of Instant Response Systems in Pre-Service Teacher Courses

Chen

2023

International Journal of Online Pedagogy and Course Design

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The purpose of this research focuses on the learning and teaching effectiveness of using web-based IRS in courses for pre-service teachers. This study was conducted to explore the students' perception and IRS instruction effect. The following question was investigated: how does the use of ZUVIO influence learners' perceptions, experience, and the quality of interactive instruction? Key findings revealed that ZUVIO enriched the quality of teaching and learning, with the highest influence reported on all types of assessment, including live and formative assessment, ongoing assessment, and self-assessment, as well as improved learning experience in content delivery, interaction, engagement, and motivation. These findings also suggest that the use of IRS is likely to minimize distractions, thereby improving the quality of teaching and learning beyond what is provided in conventional classrooms. Other factors that contributed to students' enhanced learning included the creation and integration of appropriate content in ZUVIO, providing students with timely feedback, and game-play strategies.

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Educational Technology

Cited by 5 publications

References 3 publications

Exploring EFL Students’ Perception of Online Learning via Microsoft Teams: University Level in Indonesia

Exploring EFL Students’ Perception of Online Learning via Microsoft Teams: University Level in Indonesia

EFL Teachers' Perspective of Teaching Large Online Classes: Issues and Challenges

Preliminary Study on Exploring Students' Perceptions of Instant Response Systems in Pre-Service Teacher Courses

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