Audiences and Providers of Distance Education

Roy, Radha; Schumm, Walter R.

doi:10.1080/08923647.2011.618312

Cited by 3 publications

(2 citation statements)

References 18 publications

(23 reference statements)

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“…The appearance of the internet and various technologies has caused the ubiquitous adoption of online learning and teaching in higher education (Nazarinia & Schumm, 2011). Recent technologies have continually developed to assist in providing interactive and autonomous learning facilities.…”

Section: Introductionmentioning

confidence: 99%

Integration of Facebook Messenger in the English Literature Classroom: Learners’ Attitudes and Perceptions

Farhan

Yusoff

2019

HSSR

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Purpose: The purpose of the study was to evaluate learners’ attitudes and perceptions toward the integration of online discussion forum via Facebook Messenger into the EFL/ literature classroom. Methodology: For this research, a convenience sampling method was used to collect 45 samples through a questionnaire to gauge learners’ attitudes and perceptions of using the online discussion forum for learning the literature from those who are incorporated for group discussions on the course’s prescribed novel, Lord of the Flies. The research data was analyzed for descriptive statistics using SPSS version 20. Main Findings: The results of the experimental study revealed that the respondents’ positive attitudes towards the integration of ODF (Overall Mean = 4.03, SD = 0.84) and perceptions on the effects of online discussion forum on learning the novel were revealed (Overall Mean = 3.99, SD = 0.87). Thus, this study proposes an online discussion forum as an invaluable element to enhance the teaching of the literature component in the EFL classroom. Applications: This study proposes ODF as an invaluable element to enhance the teaching of the literature component in the EFL/ ESL classroom based on the learners’ positive attitudes and perceptions. It is conducted at the University of Anbar in Iraq. Undergraduate EFL learners who were enrolled in the English language course at the Department of English, College of Education for Humanities participated in the study. It can be used by literary students, from universities and other literary centers. Novelty: Industrial revolution 4.0 requires a shift from face-to-face lecture approach to a technology-enhanced environment whereby learners can take responsibility for their own learning through collaboration, critical discussion, and negotiation. Taking up this challenge, online discussion forum (ODF) via Facebook Messenger was first introduced into the EFL literature classroom at the University of Anbar, Iraq to replace the predominantly used traditional approach.

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Section: Introductionmentioning

confidence: 99%

Integration of Facebook Messenger in the English Literature Classroom: Learners’ Attitudes and Perceptions

Farhan

Yusoff

2019

HSSR

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“…Over the last decade and a half, distance education has undergone a period of considerable change (Larreamendy-Joerns & Leinhardt, 2006;Moore & Kearsley, 2011). The growth of the internet and related technologies has resulted in a merging of online teaching and learning into the routine practices of universities (Roy & Schumm, 2011). At the same time, it has given distance education a new appeal (Tallent-Runnels et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

Relationships between online motivation, participation and achievement: More complex than you might think

Hartnett

2012

JOFDL

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With the increasing importance and rapid growth of online courses, diversification of the student population, and the growing concern over retention rates, exploration of learner online participation and possible relationships with motivation and achievement behaviour is becoming increasingly relevant in higher education. Previous studies (Gerber, Grundt, & Grote, 2008; Picciano, 2002) have tended to explore links between learner activity and performance in online environments. But the relationships that may exist between motivation and participation (both in terms of quality and quantity of activity) in online contexts are not well understood. Indeed, participation, particularly active participation such as posting messages to online discussions, is frequently used as a proxy for motivation, with more active learners being perceived as more motivated.This paper presents findings of one aspect of a larger study (Hartnett, 2010) that explored the motivation of pre-service teachers situated within two separate and distinct online distance learning contexts. Self-report motivation data, achievement, and online usage statistical data, in conjunction with asynchronous discussion-forum transcripts, were used to explore possible relationships between motivation, participation, and achievement in these contexts. Analysis revealed important differences between and within the two cases (e.g., nature of the task and assessment approaches) that indicated situational factors played a key role in determining whether any significant relationships were present. In other words, various factors within the specific learning environment combined in complex ways to influence motivation to learn and the nature of student participation. In an age of increasing exploration and interpretation of online learner behaviour via automatically collected systems statistics (Beer, Jones, & Clark, 2009), these findings highlight the need to be cautious about using online activity as the only gauge for assessing student motivation in online contexts.

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Looking Beyond Institutional Boundaries: Examining Adults’ Experience of Choosing Online as Part of Their Post-Secondary Studies

Rasmussen

2018

IRRODL

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This research focused beyond the student, course, program, or institution by examining the conceptions of adults at the moment in time that they evaluated their choice to engage in furthering their post-secondary education by examining the possibilities provided through online learning. To capture their experience, not as students but as members of society, a practice of care framework, adapted from Tronto’s (1993) work, was utilized as a theoretical framework. The use of this framework acknowledges that the practice of care is present in the lives of every human being and that each human being has received and/or provided care as part of their lived experience. A phenomenographical qualitative approach was the basis for the design of this project which allowed for the identification of the commonalities and variations of the described experience. All described experiences illustrated the balancing of needs, wants, and responsibilities, these descriptions included recognition of care of one’s self, one’s family, and one’s community. The variation could be described as an expansion of the recognition of care, that is the focus of care expanded from self to family and then from family to community. This expansion occurred only in those described experiences that showed a strong conception of themselves within the previous category. The findings show that the choice to access online courses and/or programs provides possibilities for many adults that wish to continue their education but only if the educational environment can move away from its institutional centric perspective.

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Audiences and Providers of Distance Education

Cited by 3 publications

References 18 publications

Integration of Facebook Messenger in the English Literature Classroom: Learners’ Attitudes and Perceptions

Integration of Facebook Messenger in the English Literature Classroom: Learners’ Attitudes and Perceptions

Relationships between online motivation, participation and achievement: More complex than you might think

Looking Beyond Institutional Boundaries: Examining Adults’ Experience of Choosing Online as Part of Their Post-Secondary Studies

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