Online Courses in the Higher Education System of Iran: A Stakeholder-Based Investigation of Pre-Service Teachers’ Acceptance, Learning Achievement, and Satisfaction

Dashtestani, Reza

doi:10.19173/irrodl.v21i4.4873

Cited by 11 publications

(9 citation statements)

References 10 publications

(21 reference statements)

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“…To capture the immediate economic effects of the pandemic, UK universities alone, for example, incurred an estimated cost of £790 million due to the COVID-19 pandemic, and universities resorted to online teaching and learning until the advent of a successful vaccine (Daniel, 2020). The pandemic has increased the importance of online teaching and learning in both developed (Dost et al, 2020) and developing countries (Dashtestani, 2020). This has resulted in a pedagogical shift to increase students' psychological motivation and cognitive problem-solving skills (CPSS) in order to improve sustainable engagement in online learning (Lee et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Online Learning and Students’ Fear of COVID-19: Study in Malaysia and Pakistan

Munir

Anwar

Kee

2021

IRRODL

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The COVID-19 pandemic has forced millions of students to stay indoors and adapt to the new normal, namely distance learning at home, placing online learning in the spotlight. However, students’ motivation for online learning and its effectiveness in skill development during the COVID-19 pandemic has not been widely studied. This study examined the relationship between students’ fear of COVID-19 and students’ social presence in online learning while investigating the parallel mediating role of student psychological motivation and cognitive problem-solving skills related to online learning. The participants were 472 university students in Malaysia and Pakistan. An online data collection technique using Google Forms was employed. Faculty members of the universities were asked to share the survey with their students. Moreover, using a snowball sampling technique, students were requested to share the survey with their friends. SPSS Statistics (Version 21) was employed to do preliminary data analysis, AMOS (Version 21) software was used to conduct confirmatory factor analysis using a maximum likelihood estimation, and Hayes’ PROCESS model was used to examine proposed hypotheses. The results show that only cognitive problem solving mediates the relationship between fear of COVID-19 and students’ social presence in online learning in Malaysian samples. In Pakistan, cognitive problem solving and psychological motivation mediate the relationship between fear of COVID-19 and students’ social presence in online learning. The study found that developing cognitive problem-solving skills and providing psychological motivation could enhance their engagement with online learning.

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Section: Introductionmentioning

confidence: 99%

The Online Learning and Students’ Fear of COVID-19: Study in Malaysia and Pakistan

Munir

Anwar

Kee

2021

IRRODL

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“…Firstly, the recent concept of the OELL program allowed the students not only to experience less significant development of English language skills (Bolster et al, 2004), but also mental health disorders, for example, losing learning concentration and interest (Lau & Lee, 2020;Zhang et al, 2020), feeling in isolation (Dashtestani, 2020), being indiscipline, dishonest, rebellious to and dependent on their parents and other family members (Cairns et al, 2019). These incidents could potentially be caused by teachers' lack of skills to integrate technology into EFL learning (Taghizadeh & Hasani Yourdshahi, 2019), students' lack of exposure to the target language and the students' mental unpreparedness to participate in the program, in addition to being affected by the existing poor learning environment, and the absence of social interaction physically involved the students into free play and outdoor activities as they usually had in the offline learning (Dong et al, 2020;Erdogan et al, 2019).…”

Section: Effects Of Oell Program From the Lens Of Photovoicementioning

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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“…Smart devices and the latest technologies are widely used in E-learning [2,3]. Technologies are widely used to support learners to study more effectively [4]. The process of application of the latest technologies in the process of education may be called technology-supported learning (TSL) which provides flexibility [5].…”

Section: Rosetta Stone (Rs) In E-learningmentioning

confidence: 99%

Implementation of electronic platforms in the process of teaching English as a foreign language

Avdeeva

Чикилева

2021

SHS Web Conf.

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This research assesses the results of electronic platforms implementation in the process of teaching English at the University and effectiveness of this technology in facilitating English language learning. The paper reports the outcomes of the research targeted to evaluate the enforcement of the electronic platform Rosetta Stone (RS) and its role in terms of academic achievement. For collecting data, we used combined procedures including quantitative as well as qualitative. The quantitative method incorporated students’ responses to statements by means of a paper-based questionnaire. The qualitative element comprised interviews, which the researchers had with their students. Students shared their points of view about their work with RS. Results suggest that the attitude of students towards application of e-learning platform can be taken into consideration as an important component for effective enhancement of the academic program. Special attention is given to personal learning environment (PLE). PLE is considered to be of great importance for developing teaching focused on individual learners. The current study proves integration of electronic platforms with language material can support students in language learning. It gives learners good chances to choose educational content taking into consideration their professional development and the level of foreign language skills and abilities.

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Online Courses in the Higher Education System of Iran: A Stakeholder-Based Investigation of Pre-Service Teachers’ Acceptance, Learning Achievement, and Satisfaction

Cited by 11 publications

References 10 publications

The Online Learning and Students’ Fear of COVID-19: Study in Malaysia and Pakistan

The Online Learning and Students’ Fear of COVID-19: Study in Malaysia and Pakistan

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

Implementation of electronic platforms in the process of teaching English as a foreign language

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