Comparison of Communication Patterns of Students in Online and Face-to-Face Collaborative Learning Environments with Discourse Analysis

Bayraktar, Duygu Mutlu; Dönmez, Nesrin Özdener

doi:10.1080/09720073.2015.11891877

Cited by 3 publications

(3 citation statements)

References 8 publications

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“…This condition gave the wide range of learning opportunities which supported the students by these learning flexibilities. The online learning enables fellow the students to collaborate and interact well as stated by Horspool & Lange (2012) [40]; [41]; [42].…”

Section: Discussionmentioning

confidence: 99%

“…The combination of blended forms with the certain types of learning styles that are most appropriate, is important to consider the learning approach needed, and to develop the certain intellectual level [37], and the different learning process [16]; [17]; [40]. Thus the obstacles between the learning process in class, on campus, and network-based learning are eliminated, and the conditions of optimal learning experience can be formed [41]. In this paper we will describe the appropriate combination of online and face-to-face learning on electrotechnical blended learning, for different types of the learners learning styles.…”

Section: Introductionmentioning

confidence: 99%

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Online and Face to Face Composition in the Various Types of Learning Style

Tambunan¹,

Silitonga²,

Sinaga³

2019

Proceedings of the Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2

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The experiments have been conducted on electro technical teaching for ensuring the most suitable combination of online learning and face-to-face in blended learning on the certain type of learning style. There were 166 participants involved and scattered in five groups. The full online (OL) and full face to face (F2F) were control groups, and there were three combinations of online and face to face in different forms made, namely 25-75, 50-50, and 75-25 OL-F2F. The Learning Style Questionnaire and Electro technical Competencies Test were used in tracing the participants' learning styles and testing their competence. The 2-Way Anova, Sig. 0,05 shown the group of theorist and pragmatist learning style were better learned by the same OL-F2F composition, while the activist and reflector style were by the 75-25 and 25-75 of OL-F2F composition respectively.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Online and Face to Face Composition in the Various Types of Learning Style

Tambunan¹,

Silitonga²,

Sinaga³

2019

Proceedings of the Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2

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“…Instructors are able to create richer and deeper learning environments by synthesising these two theoretical foundations. According to Bayraktar and Donmez (2015) there are advantages to integrating these two theories in communication, cooperation and problem solving, learning from peers, and adaptability.…”

Section: Theoretical Foundations Of CL and Tbltmentioning

confidence: 99%

Enhancing analytical reading and writing skills in ESL for vocational students: A hybrid instruction of collaborative learning and task-based learning teaching

Xuyang,

Jantharajit,

Thongpanit

2024

5052

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This study delves into the efficacy of collaborative learning (CL) in nurturing critical thinking, bolstering reading comprehension, and fostering effective communication within diverse educational settings. It further investigates the constructive role of task-based learning teaching (TBLT) in elucidating learning objectives, bolstering motivation, and refining analytical reading and writing proficiencies. Drawing upon social constructivism and language acquisition theory, the research proposes an integrated instructional approach that melds CL with TBLT to cultivate vocational students' analytical reading and writing skills. This instructional methodology comprises nine sequential steps: establishing learning objectives, task selection, group formation, task clarification, provision of resources and support, supervision, encouragement of interaction, assessment of learning outcomes, and iterative adjustment. Moreover, the study underscores the imperative of tailoring English language pedagogies to suit the unique requirements of non-English speaking contexts. Instructional strategies which integrate CL with TBLT are theorized to be effective in promoting analytical reading and writing skills in vocational students. The study emphasize the adaptation of teaching strategies to diverse linguistic contexts, and promoting inclusive learning environments tailored to non-English speaking countries' needs.

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