Perceptions of Undergraduate Students about Synchronous Video Conference-based English Courses

Altiner, Cennet

doi:10.1016/j.sbspro.2015.07.589

Cited by 11 publications

(13 citation statements)

References 5 publications

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“…Classroom instruction has unique features such as rich social cues, immediate feedback and socialisation, which often result in students' clear preference for face-to-face (F2F) interactions whenever conditions allow (Altiner, 2015;Stewart, Harlow, & DeBacco, 2011). Despite this, students are not always able to enjoy such opportunities, for instance, at times of major events like a worldwide pandemic or a catastrophe that causes schools to shut down and classes to cease functioning (White, Ramirez, Smith, & Plonowski, 2010).…”

Section: Introductionmentioning

confidence: 99%

Students’ perspectives on the design and implementation of a blended synchronous learning environment

Wang

Huang²,

Quek³

2017

AJET

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This study investigated a blended synchronous learning environment (BSLE), which was designed for a group of master's students taking a course at a teacher education institute. The BSLE was created for the majority of the students to attend the course face-to-face and at the same time allowed the rest to join the identical sessions using videoconferencing from different locations. The purpose of the study was to find out what learning experiences and perceptions the students had with regard to the design and implementation of the BSLE. Results show that the BSLE could extend certain features of the face-to-face classroom instruction to the online students and the students liked the flexibility and convenience of attending lessons via the twoway videoconferencing at remote sites. This study further identified that smooth communication between online students and the instructor and between the online students and classroom students, the engagement of the online students and the redesign of certain instructional activities, balanced attention from the instructor to the classroom students as well as the online students and the quality of the audio were crucial for the environment to be effective.

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Section: Introductionmentioning

confidence: 99%

Students’ perspectives on the design and implementation of a blended synchronous learning environment

Wang

Huang²,

Quek³

2017

AJET

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“…Students consider lecturer will gain sufficient compensation, especially related to the Robbins also explains that one of the factors that drive a person's perceptions are factors in the situation, therefore the initial steps to choose students is to understand how the compensation will be accepted later [4]. Altiner shows the results of his research that the perception of students regarding video conference-based English courses differently to hopes of learning institutions, such as in this research the career opportunities as lecturer will redirect understanding and ways to achieve it [7].…”

Section: A the Influence Of Perceptions Of Career Becoming An Lecturmentioning

confidence: 94%

Career Interest as an Accountant Lecturer with Compensation as a Moderating Variable

Lovita¹

2019

Proceedings of the 5th Annual International Conference on Accounting Research (AICAR 2018)

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The purpose of this study was to analyze career interest as an accountant lecturer. The independent variable that is in use is the perception and motivation, with compensation as an intervening variable. The sample used in this study are students at some universities in East Jakarta, that have been the last semester in accounting program, get a sample of 84 students. The analysis technique using Partial Least Square (PLS) in the study. The findings of the study reveal that perception and motivation had positive impact to compensation. The perception and compensation had positive impact to career interest as an accountant lecturer, but motivation had not impact to career interest as an accountant lecturer. Compensation exhibit significant interaction affect with perception upon career interest as an accountant lecturer. As well as, compensation had significant interaction affect with motivation upon career interest as an accountant lecturer.

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“…Often, videoconferencing appears in the distance learning literature in comparison to face-to-face instruction [28,[30][31][32][33] or in opposition to asynchronous online education [26,29,34,35]. Comparing various instructional delivery modalities, research shows faculty and students prefer synchronous face-to-face instruction, asynchronous online instruction, and then, synchronous online videoconference instruction [30,36].…”

Section: Synchronous Online Learningmentioning

confidence: 99%

The Use of Videoconferencing in Higher Education

Massner¹

2022

Communication Management

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This chapter will explore the impact of the COVID-19 pandemic on the higher education industry. Specifically, there will be a discussion of the exponential growth of videoconferencing tools for higher education purposes. The effects of the communication technology tool on the college classroom will be explored, including how faculty and students experience the synchronous, virtual classroom. Parts of the communication process and how they differ in face-to-face and videoconference class will be outlined. The concept of Zoom fatigue will be defined and examined, in relation to the communication process. Recommendations for effective use of videoconferencing in the college classroom will be provided.

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Perceptions of Undergraduate Students about Synchronous Video Conference-based English Courses

Cited by 11 publications

References 5 publications

Students’ perspectives on the design and implementation of a blended synchronous learning environment

Students’ perspectives on the design and implementation of a blended synchronous learning environment

Career Interest as an Accountant Lecturer with Compensation as a Moderating Variable

The Use of Videoconferencing in Higher Education

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