Face-To-Face Vs Online Learning: Factors Influencing the Success

With the proliferation of online courses nowadays, it is necessary to ask what defines the success of teaching and learning in these new learning environments exactly. This paper identifies and critically discusses a number of factors for successful implementation of online delivery, particularly as far as online language learning is concerned. These include student and teacher characteristics, instructional design, provision of support to instructors and students, technology, and language skills characteristics. I argue that these factors need to be carefully considered when designing online language learning simply because they could potentially impinge on students’ learning and learning experience in these new learning environments.

World Academy of Science, Engineering and Technology, International Journal of Cognitive and Language Sciences, 2015

The study is aimed at understanding the learning trends of students who opt for online language courses and to assess the effectiveness of the same. Multiple factors including use of the latest available technology and the skills that are trained by these online methods have been assessed. An attempt has been made to answer how each of the various language skills is trained online and how effective the online methods are compared to traditional classroom methods when students interact with peers and teaching faculty. A mixed methods research design was followed for collecting information for the study where a survey by means of a questionnaire and in-depth interviews with a number of respondents were undertaken across the various institutes and study centers located in the United Arab Emirates. The questionnaire contained 19 questions which included 7 sub-questions. The study revealed that the students find learning with an instructor to be a lot more effective than learning alone in an online environment. They prefer classroom environment more than the online setting for language learning.

IJASS PUBLICATION, 2022

This paper aims at investigating the impact of online teaching on the process of English language learning. Online teaching nowadays has been an important component in education around the world. That is to say, technology integration is increasingly being used in the process of teaching and learning languages. There is a considerable number of studies observing the entry and use of online teaching, yet no studies have examined the impact of online teaching on English language learning at the university level in Kurdistan Region of Iraq. Thereby, for the purpose of achieving the aim of the study, i.e., investigating the impact of online teaching, a questionnaire was administered to a randomly selected sample of 25 senior students at the Depts. of English Language and Literature from some selected universities in Kurdistan Region of Iraq. Results revealed that the majority of the students are not in favor of e-learning. In other words, students' attitudes towards e-learning indicated that they are not really ready to deal positively with this mode of learning. Accordingly, online teaching or as it is known e-learning does not seem to improve students' skills and needs in English language learning.

Rupkatha Journal on Interdisciplinary Studies in Humanities, 2021

Contemporary time necessitated the use of advanced, scientific and digital technologies to take forward the teaching-learning process uninterrupted, making teaching online effective, cheap, convenient, and an alternative to traditional classes. It has been a drastic change that revolutionised English Language classes. Unprecedented levels of digitalisation in the field of education cropped up many logistical and pedagogical problems. This research paper attempts to look into these problems through a survey, analysing the different perspectives and approaches of individual teachers in developing and evaluating language skills, developing primers and ICT tools, and using them for effective, pleasurable online language teaching-learning, making classes student-centred. It also analysed the scope of making online and traditional classrooms supplementary and complementary to each other. Certainly, there is a need for better infrastructure, training, connectivity, integration of Augmented...

International Journal of Management, Technology, and Social Sciences (IJMTS), 2021

Online Teaching has been an effective method to meet a great number of learners at the global level. Learning this way leads the eager learners to find different ways to discover new horizons of knowledge. The online content of language learning has led many information seekers to concentrate on the acquisition of exuberant language skills. This paper study various methods and techniques that could be used to connect diverse information aspirants. Challenges are also being discussed in the existing eligible system for online language teaching. The virtual classroom here is designed with cyberspace to create a language learning atmosphere. The paper outlines the reasoning, design, including the use of these lesson plans that facilitate action and reflection across the learning cycle. The techniques and approaches set out in this paper will provide insight into the outcome of the initiative. This research also provides a look at the shots of online teaching. This study examines potential approaches and techniques and explores the wider possibilities and varied prospects for achieving the objective of helping the target group of students to achieve their goals. Possibilities have brought more benefits not only to the pupils, but also to the aspirants, irrespective of their age group. It also suggests some potential online training methodologies for teachers to take classes online.

Pakistan journal of humanities and social sciences, 2024

This study aimed was to conduct a comparative analysis of the linguistic achievement of students in traditional learning (face to face) and virtual learning (online) at the BS level. It was hypothesiszed that there is likeliy to be a difference in studnets linguistics achievement in face-to-face (traditional) and online learning (virtual). The final term papers of students in both modes of learning are examined to find out the most common errors that pupils make. Due to the sudden outbreak of Covid-19, there has come an obvious transition in the patterns of teaching and learning. With this pandemic and its subsequent lockdowns, as well as isolated contact, e-learning has become a fundamental tool in ensuring continuity of education. This revolution to the online system has urged the researcher to analyze the linguistic achievement of students by comparing face to face and online learning. This study is based on comparative analysis and the data for this present study is collected from 120 students, 60 from face to face classes, and 60 from online classes. The analysis is done on the overall marks obtained by students to see the difference in achievements as well as the errors in writing in the face to face and online learning. The findings of the results showed significant difference in both types of learning. After evaluating the results, it is recommended that there is a dire need for the development of online training programs for both teachers as well as students. This research concludes that the learning outcomes of students are much better in the face to face setting as compared to online learning.

2001

AsiaCall Online Journal Vol. 1 No. 1 November 2006 Zaini Amir 51 ABSTRACT The use of online learning in delivery of language materials as a modern educational means has been expanding rapidly. Online learning through the Internet is changing the nature of formal education ...

The EuroCALL Review, 2010

Institutions are increasingly turning towards online foreign language courses, yet there are almost no guidelines for their development and implementation. Because there is significant research on online education and instructed second language acquisition (SLA)—but very little on the intersection of the two—this article emphasizes the importance of considering research from both fields for the successful design of online foreign language instruction. Empirical evidence from distance and blended learning, applied linguistics, and SLA research is considered as the article presents four guiding principles of online foreign language course design:1) follow principles of SLA; 2) establish a sense of community; 3) choose relevant and appropriate technology and content; and 4) provide students and instructors with adequate training. The discussion of the third principle includes an overview of the technological and pedagogical options available for online courses and makes specific recomm...

A Qualitative Study on Effective Distance Language Education: Advantages and Challenges From The Learners’ Perspectives, 2023

The advent of digitalisation and the spread of online platforms have transformed the way educational materials are delivered, creating unprecedented learning opportunities. This innovative modality, capable of initiating a paradigm shift, enables students to obtain their education from virtually any location. The main objective of this research study is to investigate and assess the effectiveness of real-time online instruction in the German language. This appraisal includes the standard of instruction, the degree of interaction in the online milieu, and the deployment of Web 2.0 tools, all viewed from the learner's perspective. This research aims to elucidate the experiences and perceptions of students from diverse academic backgrounds who participated in the German language instruction course at a public university during the post-pandemic period. The syllabus was constructed with reference to content development models in distance education. Data collection for the study was achieved via an open-ended questionnaire and semi-structured interview forms. The study design is rooted in action research. The collected data were examined with the MAXQDA 2022 qualitative data analysis software. The research pinpointed three primary themes from the compiled data: structure related issues on distance education, effective communication in distance education, and viewpoints on Web 2.0 tools. These themes offer an extensive insight into the present scenario and potential future trajectory of online language education.

ABSTRACT Online teaching has long been a key area of interest recently in every field of education as well as English language teaching. Numerous hardware tools, such as, mp3 players, mobile devices, and so on; and software applications, such as, podcasts, wikis, learning management systems, and so on, have been used in distance and online instruction and they have proved to be useful in facilitating learning individually (Finger, Sun, & Jamieson-Proctor, 2010). Learning management systems (LMS) provide a virtual environment and various tools to support learning. The current institution where the researchers work deliver two 2-credit online English courses for a specific group of learners at a state university in south-eastern Turkey by using Modular Object Oriented Distance Learning Environment (MOODLE). Moodle is an open code LMS which provides teachers and course developers with numerous online tools to enhance distance learning/teaching environment. The course has both a synchronous and asynchronous instruction. Synchronous and asynchronous instructions are associated with the delivery of content in campus-based environments; however, their role differs in off the campus environments as they solve the problems of distance learners. Universities, colleges, and other education institutions are integrating online learning into every aspect of higher education. Many teachers and faculty members at higher education institutions who already run face-toface courses have a website to post lecture notes or slide presentations as well as other course material. There is no doubt that these are effective strategies to expand teaching efforts. Still, there are other educators who design and teach totally online classes. The main purpose of this paper is to evaluate learners’ attitudes towards these online language courses, and there are two objectives of this research. The first one is to discover learners’ attitudes towards the online English course; and the second purpose is to evaluate and correlate learners’ attitudes with their success determined with their end-of-the-year grades. For the unique purpose of this study, an Online Language Learning Attitude Test (OLLAT) has been constructed and distributed to about 7000 learners who were invited to complete this task online. 3516 of these learners took the OLLAT voluntarily and 1783 were successfully completed the test and were included in this study. The findings showed that there is a statistically significant positive correlation between learners’ OLLAT scores and their course success. Keywords: Attitudes, online language learning, success