The Effectiveness of Using Asynchronous E-Language Learning by High School Learners in Dohuk City
الكلمات المفتاحية:
Asynchronous education, distant (online) learning, COVID-19; social distancing, technology-enhanced learning emergency, education, school, crisis education, foreign language learning
الملخص
Coronavirus, or COVID-19, is classified as a deadly pandemic that has paralyzed every aspect of life all over the world including education (COVID-19 Coronavirus Pandemic, 2020; Sun et al., 2020). The spread of this virus has pushed the world into quarantine and to the implement of emergency lockdown plans to limit the virus’ spread. Most countries have been asked to stay at home to save their lives (UNESCO, 2020). With the advent of Covid-19, the luxury of making the choice was abolished. It has caused educational institutions around the world to close their doors and apply social distancing strategies such as moving their teaching and learning processes into the online space. COVID-19 has affected education systems severely. This deadly pandemic has challenged universities to provide students with online teaching and learning settings. During the Covid-19 period, e-learning became a temporary shift of instructional delivery to an alternate delivery mode due to the crisis situation (Hodges et al., 2020). As Murphy (2020) stated schools also have been threats to securitization at the time of the pandemic and needed to be closed to provide safety of students by creating social distance and preventing social interactions among people in which recommended by the World Health Organization (WHO, 2020). Daniel (2020) indicated that education, which has grown up considerably at all levels for 50 years, has its greatest challenge so far. Thus, %90 of students could not attend their schools in the world and it has been estimated that there are 1,5 billion learners affected by school and university closures (UNESCO, 2020). The responses to the COVID-19 pandemic threat by schools around the world have varied, from total study cessation to a switch to online/distance learning. Like many governments, The Iraqi Kurdistan Regional Government also ordered to cancel face to face instruction and determined to convert to the system into an online or distance education one.
المراجع
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3. Al-Shagran, A., & Sahraoui, A.-E.-K. (2017). Assessment of E-learning Systems: A Systems Engineering Approach. International Journal of Computer Science and Software Engineering, 173-179. Retrieved August 10, 2020, from https://hal.laas.fr/hal-01704393/file/Assessment%20of%20E-Learning-p.pdf
4. Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P. A., Fiset, M., & Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379–439.
5. Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P. A., Fiset, M., & Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379–439.
6. Beyth-Marom, R., Saporta, K. & Caspi, A. (2005). Synchronous vs. Asynchronous. Journal of Research on Technology in Education, pp.245-262.
7. Bialystok, E., & Hakuta, K. (1999). Confounded age: Linguistic and cognitive factors in age differences for second language acquisition. Second language acquisition and the critical period hypothesis, 161–181.
8. Bloor, M. (2016). Addressing social problems through qualitative research. D. Silverman (Ed), Qualitative research (pp.15-30). London: Sage.
9. Branon, R. F., & Essex, C. (2001). Synchronous and asynchronous communication tools in distance education: A survey of instructors. TechTrends, 45(1), 36-42.
10. Clark, R. C., and Mayer, R. E. (2016). E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. Hoboken, New Jersey, US. John Wiley & Sons, Ltd.
11. Cleveland-Innes, M., & Ally, M. (2004). Affective learning outcomes in workplace training: A test of synchronous vs. asynchronous online learning environments. Canadian Journal of University Continuing Education 30(1), 15–35.
12. Cleveland-Innes, M., & Wilton, D. (2018). Guide to blended learning. Burnaby: Commonwealth of Learning. Retrieved from https://oasis.col.org/handle/11599/3095.
13. Crystal, D. (2012). English as a global language. Cambridge University Press.
14. Daniel, S. J. (2020). Education and the COVID 19 pandemic. Prospects, 1-6.
15. Emmanouilidou, K., Derri, V., Antoniou, P., & Kyrgiridis, P. (2012). Comparison Between Synchronous and Asynchronous Instructional Delivery Method of Training Programme on In-Service Physical Educators’ Knowledge. Turkish Online Journal of Distance Education-TOJDE, 13(1302-6488), 193-208. Retrieved July 18, 2020, from https://www.researchgate.net/publication/236587428_Comparison_between_Syn chronous_and_Asynchronous_Instructional_Delivery_Method_of_Training_Pro gramme_on_In-Service_Physical_Educators%27_Knowledge
16. Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. Basic books.
17. Garrison, D. R. & Anderson T. (2003). E-learning in the 21st century. A Framework for Research and Practice. London: RoutledgeFalmer.
18. Gavranović, V. (2017). Enhancing learners’ autonomy through. International Scientific Conference on Information Technology and Data Related Research. Belgrade, Serbia.
19. Guichon, N. (2010). Preparatory study for the design of a desktop videoconferencing platform for synchronous language teaching. Computer Assisted Language Learning, 23(2), 169–182. http://dx.doi.org/10.1080/09588221003666255
20. Guth, S., & Helm, F. (2012). Developing multiliteracies in ELT through telecollaboration. ELT journal, 66(1), 42–51. http://dx.doi.org/10.1093/elt/ccr027
21. Hines, R. A., & Pearl, C. E. (2004). Increasing interaction in web-based instruction: Using synchronous chats and asynchronous discussions. Rural Special Education Quarterly, 23, 33-36.
22. Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020, March 27). The Difference Between Emergency Remote Teaching and Online Learning. EDUCAUSE REVIEW. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teachingand-online-learning
23. Hrastinski, S. (2008). Asynchronous & Synchronous e-learning: a student of asynchronous and synchronous e-learning methods discovered that each supports different purposes. Educause Quarterly, pp. 51-55.
24. Jarvis, P. (2003). Continuing education and training. Athens: Metaixmio.
25. Khan, B. H. (2006). Flexible Learning in an Information Society: Hershey PA17033:Information Science Publishing (August 7, 2006), USA.
26. Kock, N. (2005). Media Richness or Media Naturalness? The Evolution of Our Biological Communication Apparatus and Its Influence on Our Behavior Toward ECommunication Tools. Professional Communication. IEEE Transactions. pp. 117-130.
27. Kock, N. (2005). Media Richness or Media Naturalness? The Evolution of Our Biological Communication Apparatus and Its Influence on Our Behavior Toward ECommunication Tools. Professional Communication. IEEE Transactions. pp. 117-130.
28. Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of educational computing research, 32(2), 131–152.
29. Koohang, A., & Harman, K. (2005). Open source: a metaphor for e-learning. Informing Science Journal, 8, pp. 75-86.
30. Larsen-Freeman, D. & Anderson, M. (2013). Techniques and Principles in Language Teaching (3rd edition). Oxford University Press.
31. Liao H., Lu H. (2008). Richness Versus Parsimony Antecedents of Technology Adoption Model for E-Learning Websites. In: Li F., Zhao J., Shih T.K., Lau R., Li Q., McLeod D. (eds) Advances in Web Based Learning - ICWL 2008. ICWL 2008. Lecture Notes in Computer Science, vol 5145. Springer, Berlin, Heidelberg
32. Lincoln, Y., & Guba, E. G. (1985). Naturalistic inquiry. Thousand Oaks, Calif: Sage.
33. Little, D. (1991). Learner Autonomy: Definitions, Issues and Problems. Dublin: Authentik. Language Learning Resources.
34. MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: a situational model of L2 confidence and affiliation. Modern Language Journal, 82, 545–562.
35. Martin, F., & Oyarzun, B. (2018). Distance learning. Foundations of Learning and Instructional Design Technology.
36. Martín-Blas, T. & Serrano-Fernández, A. (2009). The role of new technologies in the learning process: Moodle as a teaching tool in Physics. Computers & Education, 52(1), 35–44. http:// dx.doi.org/10.1016/j.compedu.2008.06.005
37. Mayadas, F. (1997). Asynchronous Learning Networks: A Sloan Foundation Perspective. Journal of Asynchronous Learning Networks, 1(1), 1- 16.
38. McDonald, D. (2016). Asynchronous vs. Synchronous Communication in the Online Classroom. Retrieved from Wiley Education Service: https://ctl.wiley.com/asynchronous-vs-synchronous-communication-in-the-onlineclassroom/ (accessed 21 May 2020)
39. McLoughlin, C. & Lee, M. J. (2010a). Pedagogy 2.0: Critical Challenges and Responses to Web 2.0 and Social Software in Tertiary Teaching. In C. McLoughlin & M. J. Lee (eds.). Web 2.0- Based E-Learning: Applying Social Informatics for Tertiary Teaching (pp. 43–69). Hershey: Information Science Reference. http://dx.doi.org/10.4018/978-1-60566-294-7.ch003
40. McLoughlin, C. & Lee, M. J. (2010b). Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1).
41. Mellow, J. D. (2002). Towards principled eclecticism in language teaching: The two-dimensional model and the centering principle. TESL-EJ, 5(4), 1–18.
42. Mick, C. M. (2015). Asynchronous and Synchronous Modalities. In F. Collins, Foundational Practices in Online Writing Instruction. Perspectives on Writing (pp. 129-148). Colorado: The WAC Clearinghouse and Parlor Press.
43. Midkiff, S. F., & DaSilva, L. A. (2000). Leveraging the Web for Synchronous Versus Asynchronous Distance Learning. JOURAU. Retrieved August 03, 2020, from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.461.2099&rep=rep1&ty pe=pdf
44. Murphy, E., Rodríguez-Manzanares, M. A., and Barbour, M. (2011). Asynchronous and synchronous online teaching: perspectives of Canadian high school distance education teachers. Br. J. Educ. Technol. 42, 583–591. doi: 10.1111/j. 1467-8535.2010.01112.x
45. Murphy, M. P. A. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy, Contemporary Security Policy, DOI: 10.1080/13523260.2020.1761749.
46. Ogbonna, C. G., Ibezim, N. E., and Obi, C. A. (2019). Synchronous versus asynchronous e-learning in teaching word processing: An experimental approach. South African J. Educ. 39, 1–15. doi: 10.15700/saje.v39n2a1383
47. Parsad, B. & Lewis, L. (2008). Distance Education at Degree-Granting Postsecondary Institutions: 2006–07 (NCES 2009–044). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://nces.ed.gov/ pubs2009/2009044.pdf
48. Perveen, A. (2016). Synchronous and Asynchronous E-Language Learning: A Case Study of Virtual University of Pakistan. Open Praxis, 8(1), 21-39. Retrieved July 28, 2020, from https://files.eric.ed.gov/fulltext/EJ1093436.pdf
49. Ranasinghe, L. & Wright, L. (2019). Video Lectures Versus Live Lectures: competing or complementary? Medical education online vol. 24.
50. Ranasinghe, L. & Wright, L. (2019). Video Lectures Versus Live Lectures: competing or complementary? Medical education online vol. 24.
51. Raymond, E., Atsumbe, B. M., Okwori, R. O., & Jebba, M. A. (2016). Comparative Effects of the Synchronous and the Asynchronous Instructional Approaches Concerning the Students’ Achievements and Interests in Electrical Engineering at the Niger State College of Education. iJEP, 6(3), 4-9. doi: https://onlinejournals.org/index.php/i-jep/article/view/5302
52. Robyler, M. D., Freeman, J., Donaldson, M. B., & Maddox, M. (2007). A comparison of outcomes of virtual school courses offered in synchronous and asynchronous formats. Internet and Higher Education, 10 (2007), 261-268.
53. Salihefendić, A. (2020) Think Async: when it comes to team communication, faster isn’t always better. Retrieved from QUARTZ at Work: https://qz.com/work/1853725/whyasynchronous-communication-works-for-teams/ (accessed 21 May 2020)
54. Silverman, D. (2010). Doing qualitative research: A practical handbook (3rd edition). London: Sage.
55. Skylar, A. A. (2009). A Comparison of Asynchronous Online Text-Based Lectures and Synchronous Interactive Web Conferencing Lectures. Issues in Teacher Education, 18(2), 69-84. Retrieved July 15, 2020, from https://files.eric.ed.gov/fulltext/EJ858506.pdf
56. Stein, P. & Newfield, D. (2006). Multiliteracies and multimodality in English in education in Africa: Mapping the terrain. English Studies in Africa, 49(1), 1–21.
57. Sun, P. et al. (2020) ‘Understanding of COVID-19 based on current evidence’, Journal of Medical Virology. https://doi.org/10.1002/jmv.25722.
58. Taplin, R. H., Kerr, R., & Brown, A. M. (2013). Who pays for blended learning? A cost–benefit analysis. The Internet and Higher Education, 18, 61-68.
59. Tsipianitis, D., & Groumpos, P. (2018). University asynchronous distance learning programs to enhance interregional sustainable development. IFAC Papersonline, 51(30), 346-351.
60. Tümen Akyıldız, S. (2020). College students’ views on the pandemic distance education: A focus group discussion. International Journal of Technology in Education and Science (IJTES), 4(4), 322-334.
61. UNESCO. (2020). COVID-19 educational disruption and response. Retrieved May 22, 2020 from https://en.unesco.org/ COVID19/education response
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منشور
2023-01-21
كيفية الاقتباس
Awaz Mustafa Ismael, & Sherzad Sabri Ali. (2023). The Effectiveness of Using Asynchronous E-Language Learning by High School Learners in Dohuk City. International Journal on Humanities and Social Sciences, (41), 115-130. https://doi.org/10.33193/IJoHSS.41.2023.512
إصدار
القسم
المقالات
الحقوق الفكرية (c) 2023 Awaz Mustafa Ismael , Sherzad Sabri Ali
هذا العمل مرخص حسب الرخصة Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
