Exploring the Use of Digital Technologies from the Perspective of Diverse Learners in Online Learning Environments

Kumi–Yeboah, Alex; Sallar, Anthony M.; Kiramba, Lydiah Kananu; Kim, Yang Hyun

doi:10.24059/olj.v24i4.2323

Cited by 41 publications

(32 citation statements)

References 33 publications

(37 reference statements)

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“…Online learning interaction served as a bridge for individuals to conduct other elements of language acquisition. In addition to its significant function in improving both input and output language competencies, internet communication has provided an immense convenience for the development of other elements of language acquisition (Kumi-Yeboah et al 2020). Antonaci et al (2019) determined that formal' online language classes were still widely provided by schools and universities, and students are almost always evaluated officially for credits or certification.…”

Section: Introductionmentioning

confidence: 99%

Investigating English Learners’ Anxiety in Online English Learning at Higher Education: A Case Study of Moodle

Prasetya¹

2021

jels Untirta

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The online environment created strenuous and barriers for language learners in higher education. It essentially has an impact on the learning progress and achievements individually. The study's purposes are to explore and establish the online language learners' anxiety in Learning Management System (LMS) Moodle. The Explanatory mixed methods of linear temporal order were employed to the 221 participants or respondents from four higher education and university in the South Jakarta area. The questioner was adopted from the Foreign Language Virtual Classroom Anxiety Scale as FLVCAS, and the semi-structured interview was adjusted to identify a better perspective with openended questions. Data analysis of this study revealed that learning classification of the contradictions of language learning online progress, including interaction anxiety, agitation of dismissive communicative assessment, the examination of anxiety, and the Anxiety of English for Foreign Language purposes-lesson material. Meanwhile, feature LMS Moodle's specifical anxiety determined learning content, general interface, progress tracking feature, quiz, and assignment feature. Although, there are much integrating technology and language pedagogy and internet-correlated anxieties studies. Educational performance's online characteristics became dominant to English learning, specifically LMS Moodle in higher education.

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Section: Introductionmentioning

confidence: 99%

Investigating English Learners’ Anxiety in Online English Learning at Higher Education: A Case Study of Moodle

Prasetya¹

2021

jels Untirta

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“…To comply with the policy, educators have been appropriately and timely conforming the curriculum to provide education and sustainably support student academic progresses while staying at home (Lau & (Aubrey & Dahl, 2008;Clements & Sarama, 2003;Erdogan et al, 2019;Kumi-Yeboah et al, 2020;Plowman et al, 2012), online learning presents a number of issues and challenges (Anitha Kumari et al, 2020;Kim et al, 2005;Mishra et al, 2020;Rasheed et al, 2020). In the case of young children education, online learning has been reported to raise problems generally associated with self-regulation, health, growth, and foreign language development (Bolster et al, 2004;Dong et al, 2020;Lau & Lee, 2020).…”

Section: Introductionmentioning

confidence: 99%

Photovoice: Young children online English language learning, parents’ voices and its implication to educational policy and provision

Nugroho

Sakhiyya

2022

Indonesian J. Appl. Linguist.

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The COVID-19 pandemic has brought significant changes to the education sector. The shift from classroom-based conventional learning to virtual mode means that the study from home policy appears to place responsibilities of students learning on parents. By focusing on primary level education, we explored parents’ voices and aspirations in assisting their children in taking online English language classes. As most of the parents have been overwhelmed, we offer some insights regarding how to mitigate the problems. Using photovoice, fifteen parents whose children were learning English language in primary schools were invited to take the photographs from the online English language learning (OELL) program and discussed the photographs. We used Photovoice in the project to capture parents’ concerns over the program and their relationship with the pandemic. Thematic analysis was used as a tool to generate important themes from the photovoice data. While appreciating the program, our respondents highlighted the obstacles and concerns over the online English learning through their photographs. In this article, we demonstrated, that photovoice not only offered a space to explore parents’ experiences in engaging in their children’s OELL program, but also served as a space for parents’ aspirations in disrupting and influencing educational programs and reforms.

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“…Distance learning considered as a non-formal education, as of now, seem to be potential to replace formal system of education if the situation insists long-lasting overtime (Mishra et al, 2020). Therefore, online learning has been heatedly discussed among researchers (Armstrong, 2011;Kumi-Yeboah et al, 2020;Luan et al, 2020;Mishra et al, 2020). In certain point, they agree that practice of online learning is not without challenge.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Potentials of Problem-based Learning in Online English Addition Language (EAL) Course for University Students

Nugroho¹,

Saleh²,

Mujiyanto³

et al. 2022

Proceedings of the 10th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT

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Although it is warmly debated upon its effectiveness, problem-based learning has been broadly adopted as a teaching approach for a higher education. In EAL teaching, there has been a little attempt to incorporate problem-based learning approach in the curriculum. As of wide ranges of earlier studies show the benefit of problem-based learning for offline learning, this paper aims at discussing the potential contribution of problem-based learning for the online EAL course, and proposes a concept to guide implementation of the online PBL in the classroom to create a meaningfully and experientially active learning for EAL learners. Despite of its weaknesses, this paper shows problem-based learning has the potentials not only help learners develop their language skills, broaden their knowledge, improve their effective problem-solving ability, and boost their effective collaboration skills, but also help them develop their intrinsic motivation leading to lifelong learning.

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Exploring the Use of Digital Technologies from the Perspective of Diverse Learners in Online Learning Environments

Cited by 41 publications

References 33 publications

Investigating English Learners’ Anxiety in Online English Learning at Higher Education: A Case Study of Moodle

Investigating English Learners’ Anxiety in Online English Learning at Higher Education: A Case Study of Moodle

Photovoice: Young children online English language learning, parents’ voices and its implication to educational policy and provision

Exploring the Potentials of Problem-based Learning in Online English Addition Language (EAL) Course for University Students

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