Soheil Atashian
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This study examined students' perceptions of autonomy in a blended learning program. Sixty university students in Oman participated in a blended program that combined online learning with traditional coursebooks. A questionnaire given after the semester found that 88% of students felt more independent and motivated by the inclusion of technology. The study suggests that blended learning can increase students' sense of autonomy by utilizing online resources along with traditional face-to-face methods.
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No siginficant differences
The study found no significant differences in achievement between online and traditional students. However, online students had higher dropout rates early in the semester due to technology hurdles, while attrition was more gradual for in-person students. Potential reasons for higher online attrition included students not adjusting to self-paced learning, courses being more rigorous than anticipated, and a lack of experience with the online format among both students and faculty.
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This research study examines virtual collaborative learning for programming education in Hong Kong tertiary institutions. It will involve 8 student participants taking a core object-oriented programming module. Students will work in pairs using communication technologies like VNC and instant messaging, as well as face-to-face lessons, for one semester. The study aims to understand how asynchronous and synchronous tools can facilitate collaborative learning, and the roles of teachers and students. Data will be collected through video recordings of lessons, field notes, and student interviews. The verbal interactions will be transcribed and analyzed using qualitative data analysis software.
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Comparison between two
Study 1 compared distance learning and on-site learning at the University of Kentucky's physical therapy program. It found no statistically significant difference in learning outcomes between students who took classroom lectures and labs via compressed video versus on-site.
Study 2 examined how different online navigation tools like search engines and menus influenced knowledge gain and attitudes of students with different ability levels. It found high ability students had significantly higher achievement when using a search engine, while all students had a more positive attitude when using a menu navigation tool.
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No siginficant differences
The study found no significant differences in achievement between online and traditional students. However, online students had higher dropout rates early in the semester due to technology hurdles, while attrition was more gradual for in-person students. Potential reasons for higher online attrition included students not adjusting to self-paced learning, courses being more rigorous than anticipated, and a lack of experience with the online format among both students and faculty.
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Students' perception on incorporating e-learning into teaching and learning at the University of Ghana
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This research study examines virtual collaborative learning for programming education in Hong Kong tertiary institutions. It will involve 8 student participants taking a core object-oriented programming module. Students will work in pairs using communication technologies like VNC and instant messaging, as well as face-to-face lessons, for one semester. The study aims to understand how asynchronous and synchronous tools can facilitate collaborative learning, and the roles of teachers and students. Data will be collected through video recordings of lessons, field notes, and student interviews. The verbal interactions will be transcribed and analyzed using qualitative data analysis software.
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Study 1 compared distance learning and on-site learning at the University of Kentucky's physical therapy program. It found no statistically significant difference in learning outcomes between students who took classroom lectures and labs via compressed video versus on-site.
Study 2 examined how different online navigation tools like search engines and menus influenced knowledge gain and attitudes of students with different ability levels. It found high ability students had significantly higher achievement when using a search engine, while all students had a more positive attitude when using a menu navigation tool.
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2) Current approaches to managing academic integrity are described as punitive, pedagogical, and focused on processes/policies. The proposal argues a participatory approach involving student participation is missing. Honour codes provide an existing framework for a participatory model.
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This document analyzes the attitudes of academic staff at Namık Kemal University towards distance education. A survey was administered to 283 of the university's 955 academic staff. The survey found that staff had moderate attitudes towards the positive aspects of distance education, weak attitudes towards the negatives, and high attitudes towards the advantages. Attitudes varied by academic title but not by age or gender. The findings provide insights for establishing a Distance Education Center at the university and increasing awareness of distance education among staff.
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This article summarizes a study that explored how academics use information and communication technologies (ICTs) for teaching and learning in higher education. Focus groups were conducted with academics from English, law, and nursing. The discussions revealed that ICTs were mainly used to provide online resources for students. Motivations for using ICTs centered around enhancing the educational experience. While use of ICTs was generally positive, lack of time was a common challenge. Factors influencing adoption of ICTs included institutional support, department resources, individual skills, and technical issues. The study provided insight into appropriate uses of technology in higher education.
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The document summarizes two studies that compare the differences between face-to-face and distance education. The first study found no significant differences in knowledge, agreement, self-efficacy, and adherence between a traditional classroom immunization course and one delivered via satellite broadcast. The second study found that students who took an agricultural technical writing course via a World Wide Web format with a laboratory achieved at a higher level than those taught using a traditional classroom approach without a laboratory.
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This document summarizes three studies that compare face-to-face and distance education. The first study found that students in a face-to-face Master's course performed significantly better on assessments than online students. The second study found no significant difference in performance or attitudes between traditional and distance intro to philosophy students. The third study found that high-ability students performed better using certain online navigational tools, while all students had more positive attitudes with a different tool.
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This article discusses the importance of communication for student success in online classes. The researchers analyzed an online course over 8 weeks, looking at how student demographics, location, and maturity impacted communication and activity. They found that courses with discussion forums promoted more interaction between students and the instructor, facilitating higher-level thinking. Developing rapport and providing substantive responses were also important. A lack of communication resulted in poorer performance and less successful course completion. The article concludes proactive communication is essential for students to fully participate and succeed in online modules.
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This document discusses the implementation of total quality management (TQM) in higher education institutions. It explores factors to consider in applying TQM to satisfy stakeholders like students, parents, industry, and society. The authors analyze approaches to TQM in higher education and discuss challenges of implementation, like leadership, customer identification, and cultural transformation. They propose that TQM can help address issues of productivity and financing if adopted properly in universities.
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1) The research will examine honour codes, which emphasize community, trust and mutual responsibility for upholding academic integrity. It will assess student and staff attitudes towards honour codes and their potential viability in Australia.
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Using problem-based learning (PBL) in web-based components of nurse education could provide benefits to students. PBL is a student-centered teaching method initiated by a clinical problem to foster learning through active inquiry. It has been used successfully in medical and health profession programs. The literature suggests that incorporating PBL into online nursing courses could provide flexibility for students, opportunities for discussion and collaboration, and encourage student autonomy and applying knowledge to real-world problems. Some nursing practice courses may benefit from implementing PBL online components, including discussion forums for group problem-solving and tutor facilitation. However, careful planning and support is needed for online PBL due to potential technical difficulties and time required for similar learning outcomes as face-to
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This document analyzes the attitudes of academic staff at Namık Kemal University towards distance education. A survey was administered to 283 of the university's 955 academic staff. The survey found that staff had moderate attitudes towards the positive aspects of distance education, weak attitudes towards the negatives, and high attitudes towards the advantages. Attitudes varied by academic title but not by age or gender. The findings provide insights for establishing a Distance Education Center at the university and increasing awareness of distance education among staff.
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The document summarizes two studies that compare the differences between face-to-face and distance education. The first study found no significant differences in knowledge, agreement, self-efficacy, and adherence between a traditional classroom immunization course and one delivered via satellite broadcast. The second study found that students who took an agricultural technical writing course via a World Wide Web format with a laboratory achieved at a higher level than those taught using a traditional classroom approach without a laboratory.
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Differences Between Face To Face And Distance Education
This document summarizes three studies that compare face-to-face and distance education. The first study found that students in a face-to-face Master's course performed significantly better on assessments than online students. The second study found no significant difference in performance or attitudes between traditional and distance intro to philosophy students. The third study found that high-ability students performed better using certain online navigational tools, while all students had more positive attitudes with a different tool.
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For further details of this project, please see HEA Social Sciences blog post:Recipe for success maninger sam houston -focus (done)
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
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This document summarizes a research article about how preservice teachers choose technologies for their future classrooms. It discusses how the current media environment requires new pedagogical approaches centered around inquiry-based learning rather than traditional teacher-centered methods. The author reviewed literature on the impact of media on learning and how media literacy education can provide an alternative approach. The study methodology examined assignments and blogs of preservice teachers enrolled in an educational technology class to analyze how they inquired about and chose technologies. Key findings indicated that students relied heavily on Google for research, analyzed options as they collected data, and generally felt the technologies they chose were useful for helping students learn.
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Adult Learning Theories ChartPart 1 Theories o.docx
Adult Learning Theories Chart
Part 1: Theories of Instructional Design Chart
Standard and learning objective:
Theory #1 (Type the theory you choose in the box)
Theory #2 (Type the theory you choose in the box)
Description of the Theory
Key Concepts of the Theory
What is the role of the instructor?
What is the role of the student?
CONTENT: WHAT
(What do you want students to know through the learning objective?)
Traditional Setting:
Distance-Learning Environment:
Traditional Setting:
Distance-Learning Environment:
CRITERIA: HOW
(How the students will demonstrate their knowledge use the particular theory)
Traditional Setting:
Distance-Learning Environment:
Traditional Setting:
Distance-Learning Environment:
A recommendation for incorporating technology
(Technology recommendation based on the learning theory)
Traditional Setting:
Distance-Learning Environment:
Traditional Setting:
Distance-Learning Environment:
Part 2: Reflection
© 2017. Grand Canyon University. All Rights Reserved.
ISSN 1479-4403 107 ©ACPIL
Reference this paper as: Khan A et al, “Active Learning: Engaging Students To Maximize Learning In An Online Course” The
Electronic Journal of e-Learning Volume 15 Issue 2 2017, (pp107-115) available online at www.ejel.org
Active Learning: Engaging Students To Maximize Learning In An
Online Course
Arshia Khan1, Ona Egbue2, Brooke Palkie3 and Janna Madden4
1Associate Professor, Computer Science Department, University of Minnesota Duluth
2Assistant Professor, Mechanical and Industrial Engineering, University of Minnesota Duluth
3Associate Professor, Health Information management, College of St. Scholastica
4Student, Computer Science Department, University of Minnesota Duluth
[email protected]
Abstract: Student engagement is key to successful teaching and learning, irrespective of the content and
format of the content delivery mechanism. However, engaging students presents a particular challenge in
online learning environments. Unlike face-to-face courses, online courses present a unique challenge as the
only social presence between the faculty and the student is via the Internet. In a recent poll conducted by the
authors, 100% of the respondents considered student engagement a challenge regardless of the number of
years they have been teaching online. This paper explores various strategies that can be incorporated into the
design of online learning courses to foster a high level of student engagement based on multiple pedagogies.
In addition, the role of collaborative student engagement tools for the design and delivery of online courses is
discussed as well as the role these tools play in creating an atmosphere where students actively participate in
learning activities and are contributors to lively discussions. Perspectives on various mechanisms of student
engagement that are founded in classic active learning pedagogies and enhanced with new technologies are
pres ...
WHY DO LEARNERS CHOOSE ONLINE LEARNING THE LEARNERS’ VOI.docx
WHY DO LEARNERS CHOOSE ONLINE LEARNING:
THE LEARNERS’ VOICES
Hale Ilgaz and Yasemin Gulbahar
Ankara University, Distance Education Center, 06830 Golbasi, Ankara, Turkey
ABSTRACT
Offering many advantages to adult learners, e-Learning is now being recognized - and preferred - by more and more
people, resulting in an increased number of distance learners in recent years. Numerous research studies focus on learner
preferences for online learning, with most converging around the individual characteristics and differences, if not the
features of the technology and pedagogy used. For Turkey, the situation is also similar, with the number of adult learners
who prefer online learning increasing each year due to several reasons. The result of this is an increase in the number of
online programs offered by many universities. Hence, this research study has been conducted to reveal the prevailing
factors causing learners to choose online learning. Through this qualitative research regarding online learners in a state
university, it is found that having a full time job, accessibility and flexibility, individual responsibility, effective time
management, physical distance, institutional prestige, disability are the common factors for under graduate and graduate
learners in their preference for online learning. Awareness of these factors can support the stakeholders while designing
e-Learning from both technological and pedagogical points of view.
KEYWORDS
Online learning, preferences, expectations
1. INTRODUCTION
Offering many advantages to adult learners, e-Learning is now being recognized - and preferred - by more
and more people, resulting in an increased number of distance learners in recent years. Emphasizing that
distance education has a bright and promising future, Zawacki-Richter and Naidu (2016) stress that, “In fact,
there has never been a better time to be in the field of open, flexible, distance and online education than
now!” (p. 20).
The commonly discussed factors that make online learning attractive for adults are: independence from
time and place; accessibility, and; economic reasons. With the MOOC movement, extremely high quality
online courses are now being delivered to learners by many well-known universities. Moreover, many
universities are either providing online programs or courses as a support to traditional instruction, in the form
of blended learning, flipped classes, etc. Indeed, there are almost no universities left who don’t benefit from
these advantages of technology usage and its support in teaching-learning processes.
A variety of reasons might account for these learning preferences. Çağlar and Turgut (2014) attempted to
identify the effective factors for the e-learning preferences of university students; they concluded that,
“Efficient usage of time and reduced educational expenses were found to be on top of the list as the most
valued advantages of e-learning” (p. 46). ...
asian journal
This document summarizes a study that investigated the online metacognitive reading strategies used by Iranian postgraduate students to read academic texts. It reviewed literature on adult learning and online reading strategies. The study used a questionnaire to collect data from 39 Iranian postgraduate students in Malaysia on their use of different online reading strategies. The questionnaire assessed strategies in areas like computer use, internet use, and web-based reading. The study found that students' age and field of study influenced their use of various online reading strategies, and adult learners were able to effectively use metacognitive strategies to improve their understanding of academic texts in an online environment.
Finalpaper!
This study examines the experiences of two college professors integrating technology into their classrooms. The professors teach at East Stroudsburg University of Pennsylvania. Data was collected through individual interviews with each professor, observations of their classes, follow-up interviews after observations, and a focus group interview. The study aims to understand the actual experiences of these professors in integrating technology, how their teaching theories influence technology use, their understanding of technological pedagogical content knowledge, and their levels of innovativeness. Previous research has focused less on college professors' perspectives, and this study provides insights into the challenges and benefits of technology integration from their point of view.
Attitudes of nursing and midwifery school's student toward blended learning a...
The document summarizes a study that investigated nursing and midwifery students' attitudes toward blended learning at Mazandaran University of Medical Sciences in Iran. A survey was administered to 134 randomly selected students and found that the majority had positive attitudes toward blended learning. Results showed no significant relationships between demographic factors like age and gender and students' attitudes. The study recommends further research to design and implement blended learning approaches in nursing and midwifery education at the university.
Students’ Perception towards Learning Platforms – A Comparative Analysis of O...
The purpose of this study is to find out college students perception towards the learning platforms and their priorities with regard to online learning as well as offline learning. Rapid developments in education technology have provided many new options of learning to students and thus made this research important to determine their preferences for the same. Moreover due to covid-19, the students have fresh experience of online learning which would make the comparison more relevant. The study makes comparison of online education and traditional way of education from the point of view of Post - Graduate students from M.COM, MBA, MA (economics), M.SC, and M.TECH respectively. To know their perception and preference, online questionnaire was constructed via Google form and data was collected from 100 respondents. 10 variables based on 5 point likert scale have been used to analyze the perception. These variables include Convenience, Flexibility, Teacher – student interaction, accessibility in terms of time and cost, Freedom in learning, Doubt clarity, Learning experience, Content analysis, Adaptability and performance evaluation. This preliminary analysis of students' perception will determine whether there are statistically significant differences between online learning and offline learning, and preference for online learning technology between gender groups and between post graduate students from different educational qualifications and family income, along with investigating the reasons for their preference.
Article review dr johan 1st assignment
This article discusses a study that evaluated students' understanding and interest in Jawi (Arabic script used for Malay) education after using educational technology media in teaching at a primary school in Kelantan, Malaysia. The study found that using educational technology media like computers and multimedia software increased students' exam scores and interest in Jawi education compared to traditional teaching methods. The author concludes that instructional technology is important for developing students' knowledge and interest, and can improve exam performance when used appropriately in the classroom.
Students’ Perceptions of the Effectiveness of Technology Use by Professors
This report is about Students’ Perceptions of the Effectiveness of Technology Use by Professors. It is based on the result of a survey conduct at SUNY potsdam in 2013.
Self-efficacy in Instructional Technology Contexts
Slides showing abstracts from the book "Self-efficacy in Instructional Technology Contexts" https://www.springer.com/us/book/9783319998572
The study of relationship between learning styles and time management among g...
This study investigated the relationship between learning styles and time management among graduate students. 110 graduate students from various programs and universities participated. The results showed:
1) There was no significant relationship found between students' time management and their learning styles.
2) No significant relationship was found between learning style and time management when considering demographic variables like field of study, age, or gender.
3) Time management skills were better for students in mathematics compared to students in industrial fields.
11_01.pdf
This document summarizes a study that investigated instructors' and learners' attitudes toward e-learning. Surveys were administered to 37 instructors and 105 learners at a university to collect data on their technology experience and attitudes toward e-learning. The surveys included questions about experience with technologies and Likert scale responses to statements about e-learning attitudes. Results from both groups were analyzed independently and compared to examine relationships between experience and attitudes. The study aimed to provide insight into factors that influence perspectives on e-learning.
High impact practices a path to experiential learning in the online environme...
Incorporating experiential learning into online courses is a key to bridging the gap between education and industry.
Openness to integrating technology.eli 2011 template
This study investigated faculty and students' perceptions of and openness to 21st century digital literacy skills. Surveys found a "digital disconnect" between how faculty and students use technology personally. For example, over half of students text daily while only 15% of faculty do. Students were also more likely to use instant messaging. Both groups saw searching for and validating online information as important skills, but faculty were more concerned about students' ability to do so. The research raises questions about the appropriate roles of technologies like PowerPoint and social media in education.
Article review - dr johan 1st assignment
This article summarizes a study that evaluated students' understanding and interest in Jawi (Arabic script used for Malay) education after using educational technology media in teaching at primary schools in Malaysia. The study found that using educational technology media like computers and multimedia software increased students' test scores and engagement with Jawi material compared to traditional teaching methods. Specifically, students' test scores on Jawi education increased from 5% to 95% after experiencing the new media-aided teaching methods. However, the author notes that the study had a small sample size of 52 students and was conducted only in one school, so more extensive research is needed to generalize the findings.
Despite the literature supporting technology use in schools as ben.docx
Despite the literature supporting technology use in schools as beneficial for students, and despite the wide use of social technology, schools continue to be slow to change its integration in the classroom (Livingstone, 2012). It is imperative that teachers increase their use of technology in the classroom in order to prepare our K-12 students referred to as "digital natives," for the 21st century. Though many schools have technology available for use (Alger & Kopcha, 2008), barriers exist in incorporating technology into lesson plans, namely teacher reluctance (Keengwe, Onchwari, & Wachira, 2008). Teachers' hesitation in using technology more frequently is due to a number of factors, such as lack of time to learn new technology and incorporate it into lesson plans, beliefs around using technology in instruction, availability of working technology and technical support, comprehensive professional development, and a culture that promotes using new technology, self-efficacy, and teaching methods (Alger & Kopcha, 2008).
Literature Review
Self-Efficacy toward Technology
According to Bandura (1986) individuals possess a self-system that determines how much effort people will expend on any activity. Bandura also asserts that self-efficacy beliefs may be a strong predictor of related performance. Studies have shown a positive correlation between self-efficacy in technology and technology ability (Anderson & Maninger, 2007; Anderson, Grouulx, & Maninger, 2011). According to the technology acceptance model introduced by Davis (1989), there is a correlation between users' perceived ease of use and predicted adoption of technology. In his study investigating Moodles, Yeou (2016) found self-efficacy to be a critical factor in undergraduates' use of the technology tool. In a similar study investigating pre-service teachers, Albion (2001) found that self-efficacy was the most significant factor in predicting technology use. Pre-service and in-service teachers who possess high self-efficacy in regard to technology are more apt to use technology in the classroom because they are more confident in their ability. In their study investigating teachers' use of technology, Holden and Rada (2011) found that self-efficacy directly influenced individuals' ease of use and usability of technology.
Need for Technology Integration
With the adoption of the National Education Technology Plan (NETP), providing access to technology is no longer sufficient; the NETP stresses that schools are expected to ensure "all students understand how to use technologies as a tool to engage in creative, productive, lifelong learning" (p. 16 Herold, 2016). A key element in the plan is the need to move from passive to active use of technology. Often referred to as the "digital use and divide," a gap exists between learners who are using technology in active, creative ways to support their learning and those who predominantly use technology for passive content consumption.
To develop .
Administrator Work In Leveraging Technologies For Students With Disabilities ...
This study examined how online administrators supported teachers in providing technology-based accommodations for students with disabilities. The researchers interviewed four special education teachers and analyzed accommodation plans from student IEP documents over four months. They found that (1) providing technology accommodations required intensive collaboration, (2) teachers struggled to implement all mandated accommodations while also using supportive technologies, and (3) technology accommodations were often limited to tools already available to all students. The implications are that transferring IEPs to online environments is complex, and online learning is not inherently accommodating without careful consideration at all levels.
Internet and Higher Education 7 (2004) 59–70Improving online.docx
Internet and Higher Education 7 (2004) 59–70
Improving online learning: Student perceptions of useful
and challenging characteristics
Liyan Song*, Ernise S. Singleton, Janette R. Hill, Myung Hwa Koh
University of Georgia, 604 Aderhold Hall, Athens, GA 30602, USA
Received 4 September 2003; received in revised form 3 November 2003; accepted 4 November 2003
Abstract
Online courses and programs continue to grow in higher education settings. Students are increasingly
demanding online access, and universities and colleges are working to meet the demands. Yet many questions
remain re: the viability and veracity of online learning, particularly from the learner perspective. The purpose of
this study was to gain insights into learners’ perceptions of online learning. Seventy-six (76) graduate students
were surveyed to identify helpful components and perceived challenges based on their online learning experiences.
Results of the study indicated that most learners agreed that course design, learner motivation, time management,
and comfortableness with online technologies impact the success of an online learning experience. Participants
indicated that technical problems, a perceived lack of sense of community, time constraints, and the difficulty in
understanding the objectives of the online courses as challenges. Suggestions for addressing the challenges are
provided.
D 2004 Elsevier Inc. All rights reserved.
Keywords: Student perceptions; Online learning; Implication strategies
1. Introduction
What makes a learner successful in an online environment? What creates barriers or challenges?
Answers to these questions, among others, gain increasing importance as Internet technologies become
more readily available and accessible, in formal and informal contexts (Hofmann, 2002). By the year
1997, there were more than 762 institutions in the United States alone that offered courses at a distance
(Gubernick and Ebeling, 1997, as cited in Cereijo, Young, & Wilhelm, 1999). The Making the Virtual
1096-7516/$ - see front matter D 2004 Elsevier Inc. All rights reserved.
doi:10.1016/j.iheduc.2003.11.003
* Corresponding author. Tel.: +1-706-542-3810; fax: +1-706-542-4032.
E-mail address: [email protected] (L. Song).
L. Song et al. / Internet and Higher Education 7 (2004) 59–7060
Classroom a Reality (MVCR) online program at the University of Illinois alone had admitted over
1000 individuals from various states and foreign countries by December 2002 (Santovec, 2003). Some
of the top institutions in the United States (e.g., MIT, Indiana University, Pennsylvania State
University) are offering entire degree programs on line, ranging from business to education, criminal
justice to nursing.
In addition to programs and courses, most universities now require access to basic course information
on line (Leonard & Guha, 2001). This includes information such as the syllabus, resource lists, and
office hours for the instructor. At University of Ca.
I N T E R N A T I O N A L E D U C A T I O N A L S C I E N T I F I C R E S E A...
Present scenario, E-learning resources gain access to classrooms around the world at an extremely rapid pace. In the wake of this influx, educators face growing challenges as they teach a much “wired” and more and more “wireless” generation of students using technology that is evolving every day. This paper deals with the electronic resources (E-Resources) and their different types. The information seeking behavior of students, researchers and faculty in the electronic milieu are thrashing out in detail, looks at the E- resources created by some organizations are highlighted for access. The main objective of the present Study is to find out the study on E-learning Resources Access and Academic Performance among Under Graduate Students. Normative Survey method was adopted to collect the relevant data for the present study. The tool E-learning Resources Scale (ELRAS) developed and standardized by S. Raja kumar and P. Pachaiyappan, was used to collect data for the present study. The Researcher randomly selected 330 Under Graduate Students studying in Government, Government Aided and Private Colleges in and around Vellore and Thiruvallur District of Tamilnadu. The result existing study was done in order to find the E-Learning Resources Access and Academic Performance of under Graduate Students on the whole it perceived the data explores several factors which are significant in parenteral annual income of E-learning Resources Access and the study Academic performance is significant in Stream and E-device using hours of undergraduate students. Keywords: E-learning, E-resources, E- Access, Academic performance, Under-graduate Students.
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- 1. Soheil Atashian University of Nizwa The Sultanate of Oman
- 2. The current study seeks to link two significant issues in pedagogy: Learners’ Autonomy & Blended Learning. More specifically, this work sheds light on learners’ perception of Autonomy while they go through a blended program.
- 3. Blended Learning: Osguthorpe and Graham (2003) define blended learning as a combination of a traditional face-to-face instructional method and an online learning component with online management tools (e-learning). Autonomy: is closely linked to learners’ level of motivation which plays an integral role in the effectiveness of learning. As Dincer et al (2012) point out, autonomy-supportive climates facilitate students’ learning, and is mostly related to intrinsic motivation.
- 4. Sixty tertiary-level students, 80 per cent of whom were females and 20 per cent males, were included in the study. The students were taught using online sources along with their coursebooks. At the end of the semester, a questionnaire with 20 items was given to them; the students were asked to express the degree to which they agree with the statements.
- 5. The analysis of the questionnaires revealed that 88 per cent of the students felt more independent and were motivated by the inclusion of technology within traditional methods. According to the learners, their autonomy was increased to a great extent.
- 6. Technology is an indispensible part of our life. Including technology in the learning process seems to be a must for the time being. As the current study revealed, students feel more independent while they utilize technology.
- 7. Given the importance of Blended Learning, there still needs to be a great deal of research within this domain. Different aspects of education, such as motivation, might be assessed in blended programs.
- 8. Questionnaire: http://www.bdigital.unal.edu.co/46871/11/41821-190675-1-SP.pdf Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning environments: Definitions and directions.Quarterly Review of Distance Education, 4(3), 227-233. Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (pp. 3-21). San Francisco, CA: Pfeiffer.
- 9. Soheil Atashian is a lecturer at the department of foreign languages in the University of Nizwa, Oman. His research interests are pragmatics, textbooks, discourse analysis and technology in EFL classes. Contact Info: Email: soheil@unizwa.edu.om Website: www.atashian.com