Discourse Analysis in E-Learning-Based Course Using Moodle Platform: An Experimental Design

Putri, Silvia Eka; Hamuddin, Budianto; Nursafira, Mutia Sari; Derin, Tatum

doi:10.31849/reila.v2i1.3960

Cited by 29 publications

(31 citation statements)

References 11 publications

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“…Unlike the traditional classroom, e-learning can provide access to the content an unlimited number of times. It also enables learners to access updated content anytime and anywhere (Putri, 2019;Putri et al, 2020). Also, e-learning is a way to provide quick delivery of the lesson and also reduces costs.…”

Section: Potentials To Contribute E-learning Implementationsmentioning

confidence: 99%

Investigating EFL Students’ Perceptions on E-learning Paradigm-Shift During Covid-19 Pandemic

Rahim¹,

Chandran

2021

Elsya

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The purpose of this research article is to investigate the perceptions of EFL students during the Covid-19 pandemic on implementing e-learning at university-level education in the EFL context of Afghanistan. The covid-19 pandemic has globally led the universities towards a paradigm-shift. As well as the instant development of ICT has restructured the content and the context of education particularly teaching and learning EFL. To determine the barriers and opportunities of implementing e-learning in EFL education, a qualitative method with semi-structured interview are applied to perceive the perceptions of EFL students. The study purposefully selected EFL students (N= 21 male and female) from Afghanistan universities as respondents. The data from the semi-structured interview is analyzed thematically. Results show that EFL students perceive e-learning approach as a better alternative to traditional face-to-face classrooms. Despite being regarded as an interactive method for EFL education, the lack of regular electricity connection, low internet bandwidth, high costs of ICT tools, lack of infrastructures, and lack of ICT knowledge of the teachers and students are perceived to be the barriers to implementing e-learning in Afghanistan higher education. In brief, the study contributes to establishing an in-depth understanding of the e-learning implementation and EFL instructions in Afghanistan higher education during the Covid-19 pandemic.

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Section: Potentials To Contribute E-learning Implementationsmentioning

confidence: 99%

Investigating EFL Students’ Perceptions on E-learning Paradigm-Shift During Covid-19 Pandemic

Rahim¹,

Chandran

2021

Elsya

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“…Prior to the COVID-19 pandemic, most higher education institutions had already started to allow students to use social media and other digital technologies to address their learning and research needs (their socialisation experience) (Annamalai, 2019;Mpungose, 2020a;Deng & Tavares, 2013;Henry et al, 2016;Madge et al, 2009). During the COVID-19 lockdown, universities have expanded their CMS platforms, such as Moodle, to ensure that teaching, learning, and research activities continue (Putri et al, 2020). There is a range of social and professional digital technologies available for students to use during the COVID-19 pandemic, and it is up to them to decide which ones are relevant for addressing their personal research needs.…”

Section: Personalisation Experiences Of Using Digital Technologies Anmentioning

confidence: 99%

Students’ experiences of using digital technologies to address their personal research needs during the COVID-19 lockdown

Sokhulu

2020

African Identities

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Digital technologies have been developed for postgraduate students to help them to access data and published research, write their dissertations, and communicate with their supervisors. In South Africa, the COVID-19 pandemic has compelled masters students to make greater use of digital technologies to ensure continuity and productivity under government-imposed lockdown at home. In previous studies, students have been observed to use digital technologies to address professionalisation or socialisation experiences at the expense of personalisation experience. This qualitative case study of five master's students explores their experiences of using digital technologies during the COVID-19 lockdown. The participants were purposively selected from a larger sample of 14 students who participated in the researcher's doctoral study. Semi-structured interviews, focus group discussion and questionnaire methods were conducted with the participants, and inductive (thematic) analysis, in conjunction with deductive analysis (using the Persona-Tech analytical framework proposed in this study) was used to analyse and interpret the data. The findings revealed that some participants were aware of their personal research needs, and were able to identify digital technologies suitable for their studies during the COVID-19 pandemic. In the process of knowing and understanding their research needs, the participants became problem-centred and be able to tolerate uncertainty caused by COVID-19. These participants emphasised convenience and continuity. However, other participants experienced the unsystematic introduction of these digital technologies as a barrier to usage. This study suggests that researchers combine their socialisation and professionalisation experiences of using technology to create a personalisation experience that addresses their individual research needs.

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“…Another study by Allo (2020) which was conducted in one of the private universities in Indonesia addressed that online learning is virtuous in this pandemic and confessed some recommendations from the college students' perspectives using online interviews related to the e-learning implementation. There was an experimental-study by Putri et al (2020), piloted in one of the private universities in Indonesia, that examined that the effectiveness of applying the open-source learning platform, namely Moodle in a designated university. The research showed that Moodle improved the learning of EFL university students effectively compared to normal lecture-style learning.…”

Section: Introductionmentioning

confidence: 99%

University students' perceptions through e-learning implementation during COVID-19 pandemic: Positive or negative features dominate?

Mulyani

Fidyati

Suryani

et al. 2021

SiELE

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English language instruction that moves away from offline to online should become the EFL lecturers’ concern for their students’ successful learning outcome. The students must be kept in the lecturers’ mind when they plan and program the instruction. This study aims at investigating the students’ perceptions and preferences on English instruction through e-learning implementation during the COVID-19 pandemic. This research applies a qualitative approach in a descriptive method design by involving 106 English class students from three different higher educations in Aceh, Indonesia. The thematic and comparative analyses are applied in analyzing the data. The findings of the study show that 50% of the students impress negative features concerning the internet network, a high need of internet quotas, the limitation of learning material explanation and absorption, and the social media influences. The study also reveals that 59.6% of positive features dominate the findings associated with the students’ interest in e-learning implementation as a new learning experience/exploration, engagement and enthusiasm, the flexibility of time and place, and the advance of digital technology usage and adaptation. Besides, WhatsApp, Opensimka, Google Classroom, and Google Meet have become the four most preferable e-learning platform among the respondents. It implies that e-learning implementation during the COVID-19 pandemic gives a variety of practical benefits to university students in the virtual English class. Yet, this still requires sufficient mentoring and extra supporting digital tools for the students and the lecturers.

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Discourse Analysis in E-Learning-Based Course Using Moodle Platform: An Experimental Design

Cited by 29 publications

References 11 publications

Investigating EFL Students’ Perceptions on E-learning Paradigm-Shift During Covid-19 Pandemic

Investigating EFL Students’ Perceptions on E-learning Paradigm-Shift During Covid-19 Pandemic

Students’ experiences of using digital technologies to address their personal research needs during the COVID-19 lockdown

University students' perceptions through e-learning implementation during COVID-19 pandemic: Positive or negative features dominate?

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