What learners use and how they react

Hoven, Debra

doi:10.1075/aralss.17.09hov

Cited by 9 publications

(13 citation statements)

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“…It is not surprising that learners become dissatisfied and lose their interest and motivation necessary to continue the tasks when the technology frequently breaks down or programs crash (Herrington & Oliver, 1997;Hoven, 2003). Several researchers have found that learners' perceived value of their learning experience using technology partially depends on the transparency and robustness of the technology (Downes, 2000;Hoven, 2003).…”

Section: Resultsmentioning

confidence: 99%

Online collaboration and offline interaction between students using asynchronous tools in blended learning

Wang

2010

AJET

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The increasing use of innovative blended learning strategies which incorporate online discussion into the classroom requires the examination of asynchronous, computer mediated communication (ACMC) to fully understand the learners' total engagement and the contribution of such ICT tools to student learning. This study analysed students' online utterances and offline interactions, to determine the extent of collaborative learning among students from two colleges. Results show that behaviours that characterise successful collaborative learning in an asynchronous networked environment were present, but the patterns were different from previous studies. The implementation of ICT tools in blended learning does promote social interaction among students and their engagement; however, it does not automatically facilitate students in their adoption of active learning strategies. The offline atmosphere in carrying out the ACMC activities were sorted into five major categories: struggling with platform operations, handling technical problems, passive attitudes towards the procedure, tense atmosphere in class, and engagement in tasks. Based on the findings, some pedagogical implications are presented.

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Section: Resultsmentioning

confidence: 99%

Online collaboration and offline interaction between students using asynchronous tools in blended learning

Wang

2010

AJET

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“…Clearly, varied results on the relationship between help option use and performance (positive relationship in Jones, 2003;Jones & Plass, 2002;Grgurović & Hegelheimer, 2007; no relationship in Liou, 1997Liou, , 2000Pujolà, 2002; negative relationship in Hegelheimer & Tower, 2004) point to the need for further research in help option usage in listening environments. Hoven (2003) observed variations between students of differing levels of proficiency. Hoven found that students' attitudes towards the language program changed as they became more familiar working with it.…”

Section: Frequency Of Use Of Help Options and Performance In Listeninmentioning

confidence: 94%

“…We group these factors into two categories: factors related to research design and factors related to materials design (see Table 9). Limited number of participants Hsu (1994), Liou (1997), Chun (2001), Al-Seghayer (2001), Chun & Payne (2004), Hoven (2003), Pujolà (2002), Ggurović & Hegelheimer (2007), Cárdenas-Claros (2005) Limited sources of data interpretation Hegelheimer & Tower (2004), Grace (2000) Time constraints Liou (1997Liou ( , 2000, Kaur & Hegelheimer (2005), Ariew & Ercetin (2004), Grgurović & Hegelheimer (2007) Materials design factors…”

Section: Common Research Methods and Problemsmentioning

confidence: 99%

Help Options in CALL: A Systematic Review

Cárdenas-Claros¹,

Gruba²

2009

CALICO Journal

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This paper is a systematic review of research investigating help options in the different language skills in computer-assisted language learning (CALL). In this review, emerging themes along with issues affecting help option research are identified and discussed. We argue that help options in CALL are application resources that do not only seem to assist second language learners in performing tasks but also to support language learning. We also argue that in addition to situating help options within the interactionist theory in second language acquisition (SLA), help options could be examined through the lenses of sociocultural theory. The examination of help options from disciplines related to CALL allows for further understanding of how various approaches to research can be used to inform help option conceptualization and their development in CALL-based materials.

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“…When learning online students of different abilities will be expected to behave differently and perform differently. On the one hand, high proficiency learners have been found to feel more comfortable exploring the various options available with the technology (Hoven, 2003); on the other hand, weaker learners are allowed to proceed gradually and steadily.…”

Section: Teacher-student Interactionmentioning

confidence: 99%

Does online language learning diminish interaction between student and teacher?

Yeung

Hon

2006

Educational Media International

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Some critics have commented that online courses may discourage teacher-student interaction, which is considered by teachers and researchers as an important element in language learning. A total of 60 associate degree students who attended an online English course in Hong Kong responded to a questionnaire asking them about their effort and interest in learning English, their anxiety about computer applications, their self-monitoring capability, their interactions with the teacher and their peers and their competence in English. Analysis of variance results showed that those students who perceived themselves as more competent had more favourable perceptions of their interaction with the teacher than did those who were less competent, but for all other variables the two groups did not differ. The findings imply that online language learning does not necessarily diminish interaction. Instead, the level of interaction may depend on the learners' sense of competence in the target language.Est ce que l'apprentissage d'une langue en ligne diminue l'interaction entre l'étudiant et le professeur? Certains critiques ont affirmé que les cours en ligne seraient défavorables à l'interaction professeur-étudiant que les professeurs et les chercheurs considèrent comme un élément important dans l'apprentissage d'une langue. Un total de 60 étudiants préparant un diplôme associé ayant suivi un cours d'anglais en ligne à Hong Kong, ont répondu à un questionnaire leur demandant quels efforts et intérêt ils portaient à l'apprentissage de l'anglais, leurs angoisses devant les exercices sur ordinateur, leur capacité à s'auto-diagnostiquer, leur interaction avec le professeur et leurs pairs et leur compétence en anglais. Une analyse des résultats de la variance a montré que les étudiants qui se trouvaient plus compétents, avaient une perception plus favorable de leur interaction avec le professeur que ceux qui étaient moins compétents; mais les deux groupes ne différaient pas dans toutes les variables. Cette découverte signifie que l'apprentissage d'une langue en ligne ne diminue pas nécessairement l'interaction. Par contre le niveau d'interaction peut dépendre du sentiment de compétence dans la langue cible qu'ont les apprenants. Vermindert Online-Sprachenlernen Interaktion zwischen Student und Lehrer?Einige Kritiker haben gemeint, dass Online-Kurse die von Lehrern und Forschern als ein wichtiges Element für das Sprachenlernen betrachtete Lehrer/Student-Interaktion vermindern könnten. Insgesamt 60 "associate degree" Studenten, die in Hongkong einen Online-Kurs in Englisch besuchten, äußerten in einem Fragebogen, 220 C. Ng et al. mit dem sie nach ihrem Lernaufwand und ihrem Interesse Englisch zu lernen befragt wurden, die Besorgnis, dass sich Computernutzung in Bezug auf ihre Selbstüberwachungsfähigkeit, ihrer Interaktion mit dem Lehrer und ihren Peers und ihrer Sprachkompetenz in Englisch auswirken könnte. Die Analyse von abweichenden Ergebnissen zeigte, dass jene Studenten, die sich als kompetenter einschätzten, günstigere Wahrnehmungen...

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What learners use and how they react

Cited by 9 publications

References 0 publications

Online collaboration and offline interaction between students using asynchronous tools in blended learning

Online collaboration and offline interaction between students using asynchronous tools in blended learning

Help Options in CALL: A Systematic Review

Does online language learning diminish interaction between student and teacher?

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