Learners' Perceptions Toward Online Learning: An Application For A Synchronous E-Class

Yuzer, Volkan T.; Aydın, Belgin; Gönen, Selahattin

doi:10.26634/jet.6.2.799

Cited by 5 publications

(4 citation statements)

References 22 publications

(11 reference statements)

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“…Yuzer et al. (2009) reported that shy students felt more comfortable expressing their opinions in the online environment.…”

Section: Resultsmentioning

confidence: 99%

“…Webcams seem crucial here, as students were negative about the lack of non-verbal cues in online discussions, with Erickson et al, (2020) reporting this meant discussion did not flow as well as in classroom setting. Yuzer et al, (2009) reported that shy students felt more comfortable expressing their opinions in the online environment. However, some students felt disconnected and overwhelmed by multitasking.…”

Section: • Online Interaction Between Tutor and Studentmentioning

confidence: 99%

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Student and teacher experiences of online synchronous learning

Mallon

Richards²,

Rixon³

2023

JARHE

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PurposeThe outbreak of the COVID-19 pandemic brought about rapid changes in higher education (HE) pedagogies, with universities adding online options to their core face to face offering. The use of technology to facilitate learning has been a mainstay in traditional distance education settings. The paper aims to understand student and teacher experience of synchronous online learning in HE to develop practice and assist those newly coming to online teaching.Design/methodology/approachThe authors conducted a ‘rapid review’ of articles related to this topic over the last 21 years. Thematic analysis of the 61 studies identified for inclusion were; Use of technology, planned pedagogy, comparison of synchronous and asynchronous learning, relationships online, teacher and student attitudes, COVID-19 reflections.FindingsThis study’s findings show many studies examined the transition from classroom to online learning, rather than the experience of being online. Building a community of learning, with interaction between all parties, was central to success in the development of an approach to online synchronous teaching.Research limitations/implicationsFew of the early papers included here expressly explored student and teacher experiences of synchronous learning. Instead, they broadly discussed blended learning, or compared functionality and effectiveness of online teaching, with traditional in person or offline/asynchronous alternatives. An additional drawback was that educators were frequently involved in studies which investigated the experiences of their own students.Originality/valueThis study is one of the few to focus on the experience of staff and students in the online synchronous environment. The results show there is scope to achieve improvement in online learning, through research focussed on how students, lecturers and institutional administrators adapt to the new normal.

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“…Yuzer et al. (2009) reported that shy students felt more comfortable expressing their opinions in the online environment.…”

Section: Resultsmentioning

confidence: 99%

Section: • Online Interaction Between Tutor and Studentmentioning

confidence: 99%

Student and teacher experiences of online synchronous learning

Mallon

Richards²,

Rixon³

2023

JARHE

View full text Add to dashboard Cite

show abstract

“…Computer technology is highly related to the success of the e-learning environment (Li & Lee, 2016). For example, Yuzer et al (2009) found that computer literacy reduced the learners' level of anxiety through the use of visual support (pictures, graphs, tables etc) which helped them with the comprehension of the reading material. Also, the learners' participation was increased in virtual classes as each learner had the same amount of time to answer the instructors' questions.…”

Section: Synchronous Learning Before the Covid-19 Pandemicmentioning

confidence: 99%

What do College Learners Think of Synchronous Learning?

Taraj¹

2021

IJLTER

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Advancements in educational technology and improvements in the internet’s connectivity has increased the interest of universities in e-learning worldwide. Unlike many institutions around the world, the traditional form of teaching in Albania before the Covid-19 pandemic was face-to-face where both lectures and seminars were attended physically in the classroom. However, the Covid-19 pandemic imposed on them the necessity to move from auditoriums to e-learning immediately without any preparation. This paper aims to investigate the Albanian learners’ attitudes and perceptions of synchronous e-learning during the second semester of the 2019 – 2020 academic year. A survey consisting of 15 questions was distributed to a total of 168 undergraduate and graduate learners in 2 public universities in Albania. Results from the study showed that the learners preferred face-to-face learning over synchronous learning. The lack of motivation, low level of interaction with their instructors and peers, and the feeling of isolation were their main concerns. Meanwhile, the learners appreciated the fact that e-learning helped them to improve their computer and internet skills. It is also less expensive and more comfortable than the traditional mode of teaching and learning.

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“…Las investigaciones han buscado cómo se puede reducir la ALE a través de entornos de aprendizaje electrónico (p. ej., JoohaeKim, 2005;Yuzer et al, 2009), teléfonos móviles (p. ej., Rahimi & Soleymani, 2015), entornos de comunicación mediada por computadora (p.…”

Section: Revisión De La Literaturaunclassified

Second life: un entorno virtual para reducir la ansiedad de los estudiantes de lenguas extranjeras

Muñoz

2021

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Second language acquisition (SLA) is a complex construct in which not only cognitive factors play a crucial role, but also affective ones. In the last decades, the analysis of affective factors in second (L2) and foreign language (FL) learning has gained prominence. Research has shown a strong correlation between language learning and aspects such as personality, motivation, attitude, or anxiety, to name but a few (e.g., Gardner, 2020; Hewitt & Stephenson, 2011; MacIntyre & Gardner, 1989). The purpose of this paper is to examine whether Foreign Language Anxiety (FLA) levels could be lessened using Virtual Worlds (VWs) such as Second Life (SL) for language teaching. This investigation compares the FLA levels of an Experimental Group (EG), which completed three activities through SL, with a Control Group (CG), which completed the same activities in the traditional classroom. Results indicate that the FLA levels of participants in the EG decreased as lessons went by in comparison with those participants in the CG. Moreover, findings suggest that the confidence of those participants working in SL increased as time went by. This boost in learners’ confidence could be attributed to the crucial role played by anonymity in VWs.

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Learners' Perceptions Toward Online Learning: An Application For A Synchronous E-Class

Cited by 5 publications

References 22 publications

Student and teacher experiences of online synchronous learning

Student and teacher experiences of online synchronous learning

What do College Learners Think of Synchronous Learning?

Second life: un entorno virtual para reducir la ansiedad de los estudiantes de lenguas extranjeras

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