Teaching Online

Ko, Susan; Rossen, Steve

doi:10.4324/9780203427354

Cited by 123 publications

(42 citation statements)

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“…Before the coronavirus outbreak, navigating to online education systems was still an option that a limited number of universities worldwide would consider at their own pace, especially in Arab and developing countries where academics, students, and the public at large seem to undervalue online education (Ko, & Rossen, 2017;Vai, & Sosulski, 2011;Elbelazi, 2015). Over the past ten years or so, there have been endeavors "to publicize and popularize e-learning" (Al Musawi, 2010, p. 604) in the Sultanate of Oman as a potential "alternative" mode of education "in order to increase University admissions of Omani high school graduates" (Al Musawi, & Akinyemi, 2002, p. 55), and eventually, respond to the "social demand to increase the higher education intake" (Al Musawi, 2010, p. 603).…”

Section: Background To the Studymentioning

confidence: 99%

“…Distance learning is an official educational process in online classrooms where the Instructor and learners meet virtually while present in different places (e.g., Ko, & Rossen, 2017;Blake, 2008;Bach, Haynes, & Smith, 2007). Before the COVID-19 crisis, distance learning appeared as "a solution for the limited availability of foreign language teachers, especially for students in remote locations" (Shrum, & Glisan, 2010, p. 471).…”

Section: Background To the Studymentioning

confidence: 99%

“…Delivering education via the Internet is not a new phenomenon now that this form of education has been a part of learners' and teachers' experience for nearly two decades (Ko, & Rossen, 2017). Nevertheless, the unexpected and unplanned shift to online education may have created an impression that a novel educational model would mark the downfall of a robust educational system on which the sun will never set.…”

Section: Background To the Studymentioning

confidence: 99%

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Season of Migration to Remote Language Learning Platforms: Voices from EFL University Learners

Salih

Omar²

2020

IJHE

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The abrupt disruption of the traditional face-to-face language instruction due to the unprecedented COVID-19 pandemic has forced many schools and higher learning institutions in Oman and around the globe to establish a virtual learning environment. This crisis-prompted remote learning has been a new experience for most teachers and students alike, a variable that may affect students' learning. Thus, it is significant to understand the students' experience with online teaching and learning. This study explicitly examines online teaching and learning as perceived by English as a Foreign Language (EFL) students of a higher learning institution in Oman. A total number of (112) undergraduate students in Oman acted as a data source by responding to a computer-assisted survey questionnaire. The survey focused on the following themes: overall first-time online language learning experience; online courses; online learning mode and attainment of graduate attributes; effectiveness of online teaching and delivery; utilization and usefulness of electronic learning devices; and e-learning language skills. The findings highlight the significance of exploring learners' online learning experience and its implications for planning, implementing, teaching, and assessing online language education.

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Section: Background To the Studymentioning

confidence: 99%

Section: Background To the Studymentioning

confidence: 99%

Section: Background To the Studymentioning

confidence: 99%

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Season of Migration to Remote Language Learning Platforms: Voices from EFL University Learners

Salih

Omar²

2020

IJHE

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“…Online learning appeared to help those willing to acquire knowledge. The time one chooses without being restricted to specific places or times, and also for learning through electronic content that differs in its preparation technique from what is presented in traditional books, where it contains multiple media and patterns of simultaneous and asynchronous interaction (Ko & Rossen, 2017).…”

Section: Introductionmentioning

confidence: 99%

Jadara University Students’ Attitudes towards the Use of Microsoft Teams in Learning English as a Foreign Language

Rababah¹

2020

SLL

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This qualitative study aimed at investigating students’ attitudes towards the use of Microsoft Teams in their learning. The study has adopted a qualitative research design to determine attitudes of EFL students towards the use of Microsoft Teams in leaning. Six EFL students were chosen and interviewed using a focus group interview. Three positive themes emerged from students’ responses namely, convenience, time efficiency, and shared learning resources. And two negative themes were noted as well including technical problems and difficulties in doing certain types of exercises. This study also recommends a comparative study between traditional and virtual learning and teaching.

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“…However, in faculties of education, homeschooling is often marginalized with limited funded research (Howell, 2013). In addition, as Kennedy and Archambault (2012) argue, teacher education programs should have been taking a more proactive role in terms of K-12 online learning with a focus not simply on the technology (Ko & Rossen, 2017) but on the unique aspects of the pedagogy associated with this mode of instruction. Teachers may be ill-prepared to deliver online content, and many families are overwhelmed by the shift in the learning environment.…”

mentioning

confidence: 99%