Student perceptions of the effectiveness of Web‐based distance education

Gregory, Vicki L.

doi:10.1108/03074800310504366

Cited by 22 publications

(23 citation statements)

References 3 publications

(3 reference statements)

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“…The result of this study showed that the integrated approach took precedence over synchronous and asynchronous approaches. The result of this study is in line with the findings of earlier studies (e.g., Gregory, 2003;Ligorio, 2001). The findings illustrated that learners often preferred integrated approach due to the fact that this approach can foster language-learning process through developing language learners' potentialities and competencies.…”

Section: Resultssupporting

confidence: 82%

The Effect of Asynchronous/Synchronous Approaches on English Vocabulary Achievement: A Study of Iranian EFL Learners

Khodaparast¹,

Ghafournia²

2015

ELT

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The contribution of computer-assisted instructional programs to language learning process has been the focus of researchers for about two decades. However, the effect of synchronous and asynchronous computer-assisted approaches of language teaching on improving L2 vocabulary has been scarcely investigated. This study explored whether synchronous, asynchronous, and integrated approaches had any significant impact on vocabulary achievement of Iranian EFL learners in an intensive reading program. The participants were 120 students, majoring in English Teaching and Translation Studies at Islamic Azad University of Abadan. The participants were at intermediate level of language proficiency. They took a vocabulary pretest and posttest before and after the treatment. The results showed that there was a significant difference between the traditional approach and the other three approaches. That is, computer-assisted teaching approaches significantly influenced EFL learners' vocabulary learning. The findings also manifested that integrated approach exerted significant influence on improving L2 vocabulary achievement of language learners. The findings implied that language learners, who were thought under computer-assisted approaches, had more autonomy and self-efficacy and showed more intrinsic motivation to learn the target language than the learners who were taught under traditional approach. Thus, computer-assisted approaches can help language teachers create more fruitful learning atmosphere to reduce distressful factors and accelerate learning process.

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Section: Resultssupporting

confidence: 82%

The Effect of Asynchronous/Synchronous Approaches on English Vocabulary Achievement: A Study of Iranian EFL Learners

Khodaparast¹,

Ghafournia²

2015

ELT

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“…Research carried out by Gregory (2003) reinforces the importance of synchronous interaction with peers and tutors for students studying Library and Information Science programs. In comparing communication methods across face-to-face and online study environments (separately), she highlights students' feelings of isolation with respect to tutors and peers in complete asynchronous communication methods for online learning courses.…”

Section: Literature Reviewmentioning

confidence: 75%

A New Age of Constructivism: ‘Mode Neutral’

Reed

Smith

Sherratt

2008

E-Learning and Digital Media

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This article presents work in progress exploring social constructivism within Mode Neutral, and how various conditions impact upon the student experience. Mode Neutral's three dimensions -curriculum design, the role of the tutor and communication for learning -are affected by the conditions that can vary in any given context. The authors realise that both students' and tutors' expectations may be different, thus creating a different learning experience for each individual. The article also proposes a model for teaching and learning that identifies some (but not all) of the conditions that have been resident in their (and others') research into the use of social constructivism within the learning experience. The consideration of these conditions directly affects the three key dimensions, and ultimately shapes the learning and teaching experience for all participants.

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“…Faculty's potential and actual impacts on students' success or lack of success are discussed extensively in, e.g., McWilliam et al [2002], Gregory [2003], and UCLA Graduate Division [2000]. On the importance of faculty's share of success, according to Marsh et al [2002, p. 319, citing Monk, 1992, BOne of the recurring and most compelling findings within the corpus of production function research is the demonstration that how much a student learns depends on the identity of the instructor to which that student is assigned.^(p. 320).…”

Section: Faculty's Share Of Successmentioning

confidence: 99%

A Survey and a Theoretical Model of Distance Education Programs

Hamzaee

2005

Int Adv Econ Res

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In search of a distance education program’s crucial success factors, this research was conducted through a designed survey and evaluation instrument, for a predominantly doctoral program at DE University (DEU, an adopted name). Also, the survey has identified some challenging factors along with students’ most crucial reasons for adopting distance education programs. The author has presented a Testable theoretical model of distance education programs. The top four success factors were revealed to be program quality, general recognition and academic integrity, students’ satisfaction, and students’ progress toward the ultimate goal of graduation. Lack of time and worries about the degree recognition by prospective academic and nonacademic employers were the most crucial challenging factors. Copyright International Atlantic Economic Society 2005I20,

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Student perceptions of the effectiveness of Web‐based distance education

Cited by 22 publications

References 3 publications

The Effect of Asynchronous/Synchronous Approaches on English Vocabulary Achievement: A Study of Iranian EFL Learners

The Effect of Asynchronous/Synchronous Approaches on English Vocabulary Achievement: A Study of Iranian EFL Learners

A New Age of Constructivism: ‘Mode Neutral’

A Survey and a Theoretical Model of Distance Education Programs

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