Online Teaching and Online Assessment: A Critical Study

Chinnathambi, Kodhandaraman; Anandan, Latha; Ayari, Chokri Mohammed Yousuf

doi:10.1149/10701.4099ecst

Cited by 5 publications

(3 citation statements)

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“…According to the results, only a few students qualify for a bachelor"s degree. This is because many students come from rural areas and have limited exposure to reading and few opportunities to use English in their daily lives (Chinnathambi et al, , 2022a(Chinnathambi et al, , 2022b(Chinnathambi et al, , 2022c(Chinnathambi et al, , 2023. Few studies have been conducted on this issue in UTAS branches in Oman, so this study aims to fill the research gap.…”

Section: Introductionmentioning

confidence: 99%

Omani Students’ Familiarity with IELTS-based Reading Exam Format and Strategies: A Qualitative Phenomenological Study

Chinnathambi,

Domalon,

Ayari

2024

WJEL

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This study aims to investigate Omani students’ familiarity with the IELTS-based reading exam’s time limit, format, and reading strategies. It also aims to explore the extent to which Omani students adopt independent learning strategies and the challenges they face while taking the IELTS-based reading exams. Omani students need help with their reading skills, as is shown in their below-average scores in IELTS or IELTS-based reading exams conducted by the British Council and the University of Technology and Applied Sciences (UTAS-Ibra). Hence, this study seeks to answer the research questions of whether Omani students studying at level four are familiar with the IELTS-based reading exam’s time limit, format, and reading strategies, and adopt independent learning strategies. The study employed a qualitative research method, and data was collected from eight students (N=8) studying at level four in the preparatory studies center of UTAS-Ibra. This study is significant because it has implications for the stakeholders. The study results show that participants generally possessed a positive comprehension of the time constraints and overall structure of the Level 4 IELTS-based reading exam. Nevertheless, a notable distinction emerged between high and moderate achievers in utilizing reading strategies, proficiency in comprehending complex vocabularies, and sustained engagement in independent learning. To address the challenges high and moderate achievers face, the study suggests implementing specific interventions tailored to their needs.

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Section: Introductionmentioning

confidence: 99%

Omani Students’ Familiarity with IELTS-based Reading Exam Format and Strategies: A Qualitative Phenomenological Study

Chinnathambi,

Domalon,

Ayari

2024

WJEL

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“…As a result, they score less than 75% and fail to take advantage of the opportunity to study for a Bachelor's degree. This is mainly because most students are from a rural background and have few opportunities to use the English language in their everyday social context (Chinnathambi et al, , 2022a(Chinnathambi et al, , 2022b(Chinnathambi et al, , 2022c(Chinnathambi et al, , 2023. Only a few research studies have been carried out concerning this in UTAS branches in Oman.…”

Section: Introductionmentioning

confidence: 99%

Omani Student’s Awareness and Application of Reading Strategies in the IELTS-Based Reading Exams

Chinnathambi,

Anandan,

Dalangbayan

2024

jltr

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Students who know the exam format and the reading strategies of the IELTS or IELTS-based reading exams are at an advantage. They can quickly locate answers that are not explicitly stated in complex texts. Consequently, they get good scores, which help students secure a place in higher education. According to the British Council report, Omani students score below Band 5 in IELTS reading exams. Similarly, not many Omani students score high in the IELTS-based reading exams at the branches of the University of Technology and Applied Sciences (UTAS), Oman. Hence, this study seeks to answer the research questions of whether Omani students studying at level four are aware of the reading exam format and apply general and task-based reading strategies in the IELTS-based reading exams. The study adopted a quantitative research method, and data was collected from students (N=78) studying at level four in the preparatory studies center of UTAS-Ibra. This study is significant because it has implications for students, teachers, and policy-makers. The study findings confirm that students are aware of the exam format and apply general and task-based reading strategies in the IELTS-based reading exams.

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“…In recent years, the online teaching developed based on Internet technologies and supported by various group learning platforms has been widely applied due to its many merits such as timely feedback, rich resources, and free of geographical restrictions [14][15][16][17][18][19]. Unobstructed communication between teachers and students in online class can make students feel the teachers' positive sentiments as they devote themselves in teaching, then a harmonious teaching-student relationship could be formed and it'll become a pleasant thing for teachers and students to carry out their teaching and learning activities together.…”

Section: Introductionmentioning

confidence: 99%

The Mechanism of Teacher Influence on the Learning Engagement of Students

Wang¹

2022

Int. J. Emerg. Technol. Learn.

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As a non-teaching factor, the influence of teachers can often trigger positive teaching effects, and exert impacts on students’ learning engagement. However, few of the existing studies on the online learning engagement of college students have viewed this topic from a quantitative perspective, and few have concerned about the influence mechanism of Teacher Influence (TI). To fill in this research blank, this paper studied the influence mechanism of TI on the learning engagement of students. At first, this paper analyzed the theories related to the said influence mechanism and proposed a TI model for the online teaching environment. Then, after investigating students’ understandings, participation, and questions with the online teaching activities created by teachers, the TI model was built in the paper. In view of the complexity of this TI model, this paper fully considered the meaning of the interactions of teacher and student nodes during the actual online teaching activities, proposed a two-stage TI maximization algorithm based on the learning input responses of the nodes, and realized comprehensive quantification of TI. The effectiveness of the proposed algorithm was verified by experimental results.

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Online Teaching and Online Assessment: A Critical Study

Cited by 5 publications

References 0 publications

Omani Students’ Familiarity with IELTS-based Reading Exam Format and Strategies: A Qualitative Phenomenological Study

Omani Students’ Familiarity with IELTS-based Reading Exam Format and Strategies: A Qualitative Phenomenological Study

Omani Student’s Awareness and Application of Reading Strategies in the IELTS-Based Reading Exams

The Mechanism of Teacher Influence on the Learning Engagement of Students

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