Students’ Perception of Learning in the Online Discussion Environment

Abstract

Online courses have become a part of academic initiatives to supplement instruction in a blended learning format.

Collaborative Blended Learning Writing Environment: Effects on EFL Students’ Writing Apprehension and Writing Performance

“…As such, it extended the limited time of the class with other online learning opportunities outside the class time. In relation to these findings, Krasnova and Ananjev (2015) state that blended learning provides new learning opportunities that magnify the traditional forms of teaching and consequently improves the process of language learning and acquisition as a whole. The use of technology in the blended learning environment also encourages personalized learning (Basal, 2015).…”

“…In this respect, Krasnova and Ananjev (2015) remark that blended learning has many advantages over the traditional mode of learning a language. To them, blended learning provides flexibility of learning, personalization, and interactivity derived from the online component of blended learning as well as collaborative work, immediate feedback and spontaneity gained from conventional face-to-face teaching.…”

“…The student-centered learning approaches also believe in providing students with self-paced online learning opportunities along with traditional face-to-face classroom in enhancing students' learning performance in the English language. This integration of online and face-to-face classroom learning opportunities is known as blended learning which proposes innovative ideas and educational practices and alters the roles to be played by the teacher as well as students (Krasnova & Ananjev, 2015). Blended learning is defined as a method of language instruction that blends and integrates the most effective features of both face-to-face teaching activities and online collaborative learning activities.…”

“…Nevertheless, Internet-based pedagogy and online learning environments have been found to help students as well as teachers to overcome various problems in the learning and teaching of writing skills such as time constraints, inadequate facilities to support writing as well as lack of motivation (Krasnova & Ananjev, 2015;Cahyono & Mutiaraningrum, 2016). As such, by blending the face-to-face and online learning collaboratively in the ESL/EFL writing classrooms, students could be facilitated in overcoming their negative feelings towards writing and consequently, their WA could be reduced or eliminated once and for all.…”

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“…Since learners are permitted to study at their personal pace and use time more effectively when receiving instruction via Moodle, students' motivation to learn is enhanced. Additionally, online courses on Moodle platform, postulate Krasnova and Ananjev (2015), offers engaging and highly motivating activities that positively affect students' performance and promote their progress because they can work not only with course materials but also access any web resource.…”