Learner Perspectives on Fully Online Language Learning

Autor/in	Sun, Susan Y. H.
Titel	Learner Perspectives on Fully Online Language Learning
Quelle	In: Distance Education, 35 (2014) 1, S.18-42 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2014.891428
Schlagwörter	Foreign Countries; Electronic Learning; Online Courses; Second Language Learning; Second Language Instruction; Questionnaires; Scheduling; Cooperation; Teamwork; Learner Engagement; Student Motivation; Interpersonal Competence; Blended Learning; Computer Mediated Communication; Student Attitudes; Learning Strategies; Instructional Materials; College Students; Likert Scales; Mixed Methods Research; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Online course; Online-Kurs; Zweitsprachenerwerb; Fremdsprachenunterricht; Fragebogen; Disposition; Co-operation; Kooperation; Schulische Motivation; Interpersonale Kompetenz; Computerkonferenz; Schülerverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Collegestudent; Likert-Skala; Neuseeland
Abstract	This study builds on this author's 2011 article in which the author reflects on the pedagogical challenges and resultant changes made while teaching two fully online foreign language papers over a four-year period (Y. H. S. Sun (2011). Online language teaching: The pedagogical challenges. "Knowledge Management & E-Learning: An International Journal," 3, 428-447). Drawing on current literature, the present study surveyed learners (n?=?46) in an attempt to investigate the difficulties that confronted them and the ways they had adapted to fully online learning. The quantitative and qualitative data obtained from a questionnaire were integrated and analyzed with an inductive method. Results identified six major difficulties: (1) following the schedule and studying regularly, (2) getting hold of classmates and finding suitable time to work together, (3) pairing/teaming up and working collaboratively, (4) ensuring constant engagement with the class, (5) keeping self-motivated and being a self-directed learner, and (6) socializing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10