Online Learning: Practices, Perceptions, and Technology

Abstract

The purpose of this study was to examine factors influencing online learning given its rapid growth combined with the necessity to reduce attrition in online classes by providing quality instruction. This study was contextualized using the three elements of the community of inquiry (CoI) framework. We surveyed 93 students currently registered in online classes about their online learning experiences, perceptions, technological delivery of their course. Findings revealed that the majority of online courses were asynchronous using Moodle. There was a statistically significant difference between the three CoI dimensions and level of education where graduate students had more favourable online learning experience as measured by the CoI survey.

Blended Online Learning: Combining the Strengths of Synchronous and Asynchronous Online Learning in Efl Context

“…Synchronous Online Learning deals with live, real-time, and usually scheduled learning, facilitated instruction and interaction, and video conference [33], [38]. It is a set of online learning in a flexible and accessible learning through internet [29], [23], [30], [19], [20], [22]. Synchronous Online Learning can make learning more attractive and interesting because of the affective aspects of the learning, and the emphasis on interpersonal skills activities, teaching presence, social and cognitive presence, feedback from the teacher, motivation and self-regulation, and collaboration [31], [27].…”

“…Synchronous Online Learning is argued as a flexible learning [38], [33], [30], [44], [43]. In terms of engagement, Synchronous Online Learning is investigated beneficial for students because of the live meeting and engaging session [38], [33], [30], [44], [43] to prioritize students' independency on their learning or student-centered nature of learning [33], [19], [26], [22]. For instance, [19] investigated speaking in public can be performed through Synchronous Online Learning with the help of a video camera, so the students speak in virtual presence to contribute to the effectiveness of English language learning [31], [23], [33].…”

“…Broadly speaking, there are three main aspects that determine the success of an online learning, namely technologies, teaching strategies, and students' behaviors [16], 19], [20]. Online learning is conducted virtually using online learning platforms that rely on digital devices and internet connections [21], [19], [20], [22]. The use of gadgets such as computers and mobile phones allows online learning to be flexible in terms of access to learning material, from where the students learn, and when the students want to learn [23], [24], [25].…”

“…Virtual, Interactive, Real-time, Instructor-led classrooms, and blended using web-cam and audio-enabled devices have proven effective for learning outcomes [26], [20]. Teaching strategies are essential to online learning because they involve planning, instructional designs, and feedback for the students, the target competence, setting for learners' dialogues, and other considerations such as intracultural and intercultural aspects inserted to the instructional designs [27], [22]. Insertion of various sources into the learning designs can promote the use of authentic materials that can expose the students to the target skills more effectively, such as videos, TV series, and newspaper [28], [21].…”

“…[31] specified that motivation and self-regulated learning theory are found in students' participation in collaborative activities, discussion, and responding to the reflective questions, which were perceived positively. They can explore more materials from the internet which the school did not provide, join in homeschooling, continue the study from home or distance learning for those who were dropped out, and help out students who cannot attend face-to-face classroom [23], [32], [33], [22].…”