We Learn as We Go

Schutt, Stefan; Linegar, Dale

doi:10.4018/jvple.2013040107

Cited by 3 publications

(2 citation statements)

References 17 publications

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“…According to Singh and Thurman (2019), virtual learning provides various digital platforms through which learners can manage their learning, and it also functions to allow students to engage with the various participants in the learning process without having to be physically present in traditional classrooms. Furthermore, Schutt and Linger (2013) argue that virtual learning increases the potential for accessing, analyzing, creating, exchanging, and applying data, information, and knowledge in ways that were nearly unthinkable only a few years ago. These methods include employing internet facilities, digital platforms, and associated systems.…”

Section: Virtual Learningmentioning

confidence: 99%

The Impact of Virtual Learning on Students’ Engagement in the Saudi EFL Context: A Connectivism-Theoretic Perspective

Khafaga,

Maneh Al-Johani

2024

WJEL

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Drawing on the connectivism learning theory (CLT), this paper probes the extent to which virtual learning (VL) influences students’ engagement (SE) in the Saudi EFL context. More specifically, this paper tests the hypothesis of whether or not VL improves SE in terms of eight learning variables: class attendance, class participation, the acquisition of the four language skills, learning anxiety, learning motivation, learning self-efficacy, willingness to communicate, and learning autonomy. This paper adopts a mixed-method approach, represented by both quantitative and qualitative methods of analysis and constituting two methodological instruments: a questionnaire and an interview. The sample consists of 256 EFL majors who are studying English at Prince Sattam bin Abdulaziz University, Saudi Arabia, and 14 EFL teachers who are teaching English at the same university. Three main findings are reported in this study: first, there is a positive attitudinal perception by the participants concerning the impact of VL on SE; second, VL increases students’ attendance, enhances their class participation, learning motivation, learning self-efficacy, learning autonomy, and willingness to communicate, and it decreases students’ learning anxiety; and third, SE is influenced by VL in terms of both productive and receptive language skills; positively, with regard to speaking and listening; and negatively, in terms of reading and writing. Pedagogically, the results of this paper necessitate reconsidering the efficiency with which new technologies are used in learning and teaching, and it is further anticipated to offer promising potential for the possibility of whether or not to completely depend on virtual learning in the near future.

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Section: Virtual Learningmentioning

confidence: 99%

The Impact of Virtual Learning on Students’ Engagement in the Saudi EFL Context: A Connectivism-Theoretic Perspective

Khafaga,

Maneh Al-Johani

2024

WJEL

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“…It involves teaching acquired via interaction with digitally delivered content, network-based services and tutoring support often with any type of on-line tool and media including the Internet, intranets, extranets, simulations and games, virtual worlds, clouds, satellite broadcasts, and web platforms ( (Jarmon, 2010); (Schutt & Linegar, 2013); (Pelet & Lecat, 2012)). It is carried out through the use and integration of electronic discourses, such as email, portal, downloadable-executable-file, face-book, social networking, web platforms, electronic dissertations and e-portfolios, among others (Wells et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Students’ attitude to virtual teaching of the english language in secondary schools in oyo state: implications for students achievement

Olatunji

2022

Jurnal Ilmiah Pendidikan

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This study investigated students’ attitude to virtual teaching of English Language: Implications for students’ achievement. The study adopted the survey research design. Three private secondary schools were randomly selected from private secondary schools in Ibadan North Local Government Area, Oyo State. From each school, 50 SSII students were randomly selected making a total of 150 students. One research instrument was used for data collection: Questionnaire on Students’ Attitude to Virtual Teaching (r=0.82). Data collected were analysed using descriptive statistics of percentage, mean, standard deviation and inferential statistics of t-test. Findings of the study revealed the weighted mean of 2.499 out of the 4.00 maximum obtainable scores, which is higher than the standard mean of 2.50. This means that students had a good attitude to virtual teaching. There was no significant difference between male and female students’ attitude to virtual teaching (t = -.414; df=148; p>0.05). Based on the findings of this study, it was recommended that students should be encouraged to have positive attitude to virtual teaching of English Language. Teachers and students should be trained on how to use different virtual platforms for teaching and learning of English Language.

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Challenges of visually impaired students in the use of virtual learning platforms at Wesley College of Education in Ghana

Amaniampong¹,

Nyavor²

2021

IJRSE

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We Learn as We Go

Cited by 3 publications

References 17 publications

The Impact of Virtual Learning on Students’ Engagement in the Saudi EFL Context: A Connectivism-Theoretic Perspective

The Impact of Virtual Learning on Students’ Engagement in the Saudi EFL Context: A Connectivism-Theoretic Perspective

Students’ attitude to virtual teaching of the english language in secondary schools in oyo state: implications for students achievement

Challenges of visually impaired students in the use of virtual learning platforms at Wesley College of Education in Ghana

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