Understanding vicarious participation in online language learning

Pleines, Christine

doi:10.1080/01587919.2020.1821605

Cited by 13 publications

(7 citation statements)

References 46 publications

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“…Although their study did not reveal any significant impacts of lecture recordings, in themselves, on the development of a community of inquiry in online learning, they do report that online learners are enthusiastic about the opportunity to learn vicariously from a recording of the live lecture. This is known to be especially useful in areas such as online language learning, where conversation among peers is a key part of the learning process (see also Pleines, 2020).…”

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confidence: 99%

Building resilience in education systems post-COVID-19

Naidu¹

2021

Distance Education

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Building resilience in education systems post-COVID-19Few developments in recent memory have rattled the zeitgeist of contemporary educational systems as has the COVID-19 pandemic. From early childhood education to postgraduate study, the resilience of education systems all over the world is being tested. Primarily, this has to do with the adequacy of conventional campus-based learning and teaching operations, as well as the reskilling and upskilling of learners and teachers for a dramatically altered and nontraditional learning and teaching scenario.The conventional campus-based experience that was once the pride of many educational institutions is losing its attraction and value as students and staff move to learning and teaching online. Increasingly larger numbers of senior managers across the sector are considering online and blended learning as critical to their long-term strategy, and indeed their survival. Many have already announced a full-scale transition to online learning and teaching, while others have begun tinkering at the edges of conventional campus-based operations in the wake of the COVID-19 pandemic for survival in the short term. This is also a good time to plan for the long term. However, for long-term survival and resilience against the current and any future catastrophe, a systemic rethink and reengineering of educational and institutional choreographies is required, and along various critical dimensions.What those dimensions are and how one gets started pose serious challenges for senior managers. There is no need for despair, however, as there is plenty of sound advice in journals like these. Start with a copy of the book The 60-Year Curriculum: New Models for Lifelong Learning in the Digital Economy, just published by Christopher Dede and John Richards, both of the Harvard Graduate School of Education, and reviewed in this issue by Robert Bromber, learning engineer at Corps Solutions, United States Marine Corps Training and Education Command.Several articles in this issue of the journal also highlight many of the key dimensions that should be the target of our attention immediately. The article "Community and Connectedness in Online Higher Education: A Scoping Review of the Literature" by Jesús Trespalacios for instance, offers a pretty comprehensive list. These are notable considerations like course design and development, including assessment of learning outcomes, tools and technologies for learning and teaching online, the professional development of faculty and other staff, as well as learner support in information dense and technology-rich learning environments. The articles "Temporal Flexibility, Gender, and Online Learning Completion" by George Veletsianos and "Preservice Teachers' Motivation Profiles, Self-Regulation, and Affective Outcomes in Online Learning" by Moon-Heum Cho offer a more nuanced list of topics. These include learners' time management skills in open and flexible learning environments, and how these vary according to the gender and gender-based roles and responsi...

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confidence: 99%

Building resilience in education systems post-COVID-19

Naidu¹

2021

Distance Education

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“…), and they are suitable for the use of various learning methods to encourage student autonomy. It is stated by studies that it positively affects foreign language learning due to the abovementioned reasons (Pleines, C. 2020;Li, 2019;Cacheiro-Gonzalez ve Medina-Rivilla, 2019;Liang-Yi ve Chin-Chung, 2017).…”

Section: Discussionmentioning

confidence: 99%

The Views of International University Students About Online Education

Karakuş¹,

Karakus²

2021

eqr

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Currently, international university students are working hard to cope with many problems in socio-cultural, psychological and economic terms. Particularly after Covid-19 epidemic experienced by the whole world in early 2020, they have started to face greater problems. Therefore, in this study, the aim is to examine the opinions of international university students taking Turkish online lessons about course practices and learning-teaching processes. Qualitative research design was used in this study, and the data were collected through focus group interviews. Participants of the study consist of 18 international university students enrolled in a state university in the academic year of 2020-2021 and receiving Turkish language education at B2 level. While some of the international university students expressed positive opinions regarding the economical and comfortable online education process, some of them expressed negative opinions; namely the lack of communication, the difficulties experienced in online exams and the language learning process and the inefficiency of education. Most of the students stated that the online education process has both positive and negative aspects. As the advantages of this educational process, students pointed out facilitating academic processes easily, managing time, being healthy and saving money. On the other hand, it was highlighted that there are technical, personal, educational, health and language difficulties in the online education process. As solution suggestions for these difficulties, the participants made suggestions on eliminating the problems in technical and physical conditions, including more motivational activities and improving the educational process.

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“…Interestingly, many of the issues with online participation and assessment have been reported in literature on distance learning (e.g. Pleines, 2020;Thompson, 2018). For instance, lack of interaction in online discussion may be a reflection of motivational issues not directly related to the technology, but the technology makes these more salient than might be seen in face-to-face environments, and the underlying motivational issues, rather than the technology, are what need to be addressed.…”

Section: Dealing With Emerging Challengesmentioning

confidence: 99%

Exploring the Challenges of Technology in Language Teaching in the Aftermath of the Pandemic

Stockwell

Wang

2023

RELC Journal

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The impact of the COVID-19 pandemic has been varied, and while there was a clear upsurge in the use of technology in language and learning contexts during the worst lockdown periods, the long-term impact on technology usage remains to be seen. As has been widely noted, lockdowns forced teaching into remote modes, making technology indispensable. Many teachers found themselves struggling to use technologies with little or no experience or training, and often in spite of earlier resistance to using it. The affective barriers to using technology may have decreased somewhat, but other potential problems have arisen as well. There has generally been a narrow view about the effectiveness of technology use in language teaching and learning. During the pandemic, teaching often entailed using videoconferencing tools as a means of emulating face-to-face teaching, albeit inhibited by the limitations and the affordances of the technologies. While research into mobile learning prospered prior to the pandemic, long periods of lockdown saw them being used as little more than a backup for when other technologies experienced technical difficulties. In this paper, we discuss not only the often-cited positive effects of technology usage in language learning during COVID, but also the possible negative implications for how technology has come to be used and viewed by learners, teachers, and administrators. Suggestions for a potential way forward in this ‘aftermath’ of the pandemic are discussed, along with some guidelines for making the most of what we have learned about using technology for language learning in the future.

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Understanding vicarious participation in online language learning

Cited by 13 publications

References 46 publications

Building resilience in education systems post-COVID-19

Building resilience in education systems post-COVID-19

The Views of International University Students About Online Education

Exploring the Challenges of Technology in Language Teaching in the Aftermath of the Pandemic

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