Students’ perceptions of e-learning ESP course in virtual and blended learning modes

Gaffas, Zainab

doi:10.1007/s10639-023-11579-x

Cited by 12 publications

(7 citation statements)

References 106 publications

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“…Hybrid and virtual learning offer advantages such as time efficiency and environmental sustainability. Gaffas (2023) found positive experiences in Saudi Arabia with virtual and traditional English language learning. Video-based learning improves retention and academic performance, while collaborative learning enhances EHL by increasing Motivation and involvement and fostering collaboration (Mendieta-Aragón et al, 2022).…”

Section: Discussionmentioning

confidence: 97%

Transformative learning experiences: An empirical analysis of hybrid learning effectiveness in management education in Sri Lanka

Huang,

Kumarasinghe,

Rathnayake

et al. 2024

J. Infras. Policy. Dev.

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Hybrid learning (HL) has become a significant part of the learning style for the higher education sector in the Sri Lankan context amidst the COVID-19 pandemic and the subsequent economic crisis. This research study aims to discover the effectiveness of hybrid learning (EHL) practices in enhancing undergraduates’ outcomes in Sri Lankan Higher Educational Institutions (HEIs) management faculties. The data for the study were gathered through an online questionnaire survey, which received 379 responses. The questionnaire contained 38 questions under four sections covering independent variables, excluding demographic questions. The results indicate that hybrid learner attitude, interaction, and benefits of hybrid learning positively impact the effectiveness of hybrid learning. The results remain consistent even after controlling for socio-demographic factors and focusing only on students employed during their higher education. The study concluded that employed students have a higher preference for the effectiveness of hybrid learning concepts, and the benefits of hybrid learning play a crucial role in enhancing the effectiveness among undergraduates. The study analyzes COVID-19’s impact on higher education, proposing hybrid learning and regulatory frameworks based on pandemic experiences while stressing the benefits of remote teaching and research.

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Section: Discussionmentioning

confidence: 97%

Transformative learning experiences: An empirical analysis of hybrid learning effectiveness in management education in Sri Lanka

Huang,

Kumarasinghe,

Rathnayake

et al. 2024

J. Infras. Policy. Dev.

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“…Learner engagement is one of the most important success factors in new learning programme adoption. Gaffas (2023) emphasised that the flexibility of knowledge acquisition time and location for online learning resulted in most digitalisation age students valuing online learning components more. Thus, students have a more positive learning experience with e-learning courses in virtual and blended learning modes.…”

Section: Learning Experiencementioning

confidence: 99%

“…Learning experience refers to the educational experience, regardless of whether it occurs in a formal environment (a classroom) or an informal context (e-learning). Learning experiences can be fundamental (revolving around academic experiences) or secondary (accompanying the learning environment, educational technologies and curriculum), which contribute to favourable behavioural responses (Elsharnouby, 2015; Gaffas, 2023). Many educational institutions prioritise learning experience enhancement for all students, regardless of whether they are fresh graduates or mid-career employees seeking career advancement (Shah and Richardson, 2016).…”

Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

Marketing micro-credentials: understanding learners' engagement and willingness to pay more

Tee,

Cham,

et al. 2023

IJEM

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PurposeDigitalisation is reshaping the learning process, shifting it towards personalisation and online learning, and fuelling the growth of massive open online courses (MOOCs) and micro-credentials. Despite being a popular global trend, limited studies have looked at micro-credentials and their impact on learners' behavioural outcomes. The purpose of this study is to investigate the impact of programme design factors on learning experience, as well as the inter-relationships between programme design, learning experience and behavioural responses (e.g. engagement and willingness to pay more (WTPM)) towards micro-credentials. In addition, the study aims to investigate learning enjoyment as a moderator.Design/methodology/approachA survey questionnaire was used to collect data from 354 respondents who are working adults living in the major economic states in Malaysia. Data analysis was performed using the analysis of a moment structures (AMOS) statistical software and SPSS (Statistical Package for the Social Sciences) PROCESS macro.FindingsThe results show the significance of programme design factors (i.e., flexibility, system quality and content quality) in determining the learning experience. The learning experience is found as a mediator in the relationship between programme design factors and learner engagement and WTPM. In addition, the moderation assessment confirms that enjoyment during learning strengthens the relationship between experience and behavioural responses.Originality/valueThis study is amongst a few selected studies that focus on engagement in and WTPM for micro-credentials. In addition, it emphasises the mediating role of the learning experience and the moderating role of enjoyment in understanding the impact of programme design on learners' experiences and behavioural responses.

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“…Besides the positive perception towards blended learning, there are also students who perceive that blended learning has some obstacles. A significant finding found that students perceive blended learning by using LMS a lack of engagement between the instructor and students, as well as among the students themselves, in both virtual and blended learning formats (Gaffas, 2023). Notwithstanding, educators encountered impediments in delivering instruction | 4 | through blended learning, including inadequate internet connectivity, protracted time consumption, and limited expertise.…”

Section: Introductionmentioning

confidence: 99%

Efl Students’ Voices on Blended Learning: Preferences and Challenges

Ariawan,

Ningsih,

Khusniyah

et al. 2023

JEEF

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The objective of the present research was to know how EFL students perceive blended learning by using LMS with Moodle in speaking class at State Islamic University of Mataram especially in English Language Education Study Program. This research employed mixed method by involving 94 students as the respondents to fill out the questionnaires ítems and were invited to the interview. It is found that students positively perceive the use of blended Learning using LMS in speaking class. Most of the students chose to “agree” and “neutral” on their responses to the questions. Furthermore, through the interview, they mostly view LMS positively. It means that Learning speaking with blended learning using LMS had a good impact on them in learning process. Therefore, Blended Learning can be an alternative way in managing a learning process, especially during online learning. Challenges experienced by the students were also discussed in this study.

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Students’ perceptions of e-learning ESP course in virtual and blended learning modes

Cited by 12 publications

References 106 publications

Transformative learning experiences: An empirical analysis of hybrid learning effectiveness in management education in Sri Lanka

Transformative learning experiences: An empirical analysis of hybrid learning effectiveness in management education in Sri Lanka

Marketing micro-credentials: understanding learners' engagement and willingness to pay more

Efl Students’ Voices on Blended Learning: Preferences and Challenges

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