Impact of Problem-based Learning on Students’ Transactional Distance and Reading Comprehension Ability during Covid-19
الموضوعات : نشریه زبان و ترجمه
1 - Assistant Professor, Department of English, Osku Branch, Islamic Azad University, Osku, Iran
الکلمات المفتاحية: reading comprehension, Problem-Based-Learning, Transactional Distance ,
ملخص المقالة :
Transactional distance as an instrumental concept affects the learning process, particularly in distant education. This quasi-experimental study aims to implement problem-based learning (PBL) in EFL online education and investigate its impact on transactional distance and comprehension ability. Two groups of participants from the basic level participated in this study. One participated as an experimental group (N = 40) and the other as a control group (N = 40). The participants’ language proficiency was checked by the Ket English Test (KET). These two groups followed PBL and lecture-based methods respectively. These two groups accomplished pre-testing and post-testing on Transactional Distance Scale (RSTD) by Paul, Swart, Zhang, and MacLeod, (2015) and a reading comprehension test constructed by the researcher. Based on multivariate and one-way analysis of variance, the findings showed that the experimental group had a low level of transactional distance and a high level of comprehension ability. Practitioners should draw their attention to constructivists’ methods of teaching if they want to provoke deep meaningful learning in EFL educational contexts. The results of this study can demonstrate that it is possible to bring about changes in EFL educational settings to promote language learning and class is the main place where the change can occur.
Abu-aisheh, A., Grant, L., Hadad, A., & Sumukadas, N. (2016). Fostering engineering students' engagement using problem-based learning and course learner agent object portfolios. Paper presented at the 2016 IEEE Global Engineering Education Conference (EDUCON).
Agudo-Peregrina, Á. F., Iglesias-Pradas, S., Conde-González, M. Á., & Hernández-García, Á. (2014). Can we predict success from log data in VLEs? Classification of interactions for learning analytics and their relation with performance in VLE-supported F2F and online learning. Computers in human behavior, 31, 542-550.
Baber, H. (2020). Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID-19. Journal of Education and e-Learning Research, 7(3), 285-292.
Baresh, E. F., Ali, S. M., & Darmi, R. (2019). Using Hybrid Problem-Based Learning (HPBL) Approach to Enhance Libyan EFL Students' Engagement with the English Language. International Journal of Education and Literacy Studies, 7(2), 9-20.
Bolliger, D. U., & Halupa, C. (2018). Online student perceptions of engagement, transactional distance, and outcomes. Distance Education, 39(3), 299-316.
Caswell, C. A. (2017). Design and facilitation of problem-based learning in graduate teacher education: An MA TESOL case. Interdisciplinary Journal of Problem-Based Learning, 11(1).
Derakhshan, A., Kruk, M., Mehdizadeh, M., & Pawlak, M. (2021). Boredom in online classes in the Iranian EFL context: Sources and solutions. System, 102556.
Ekwunife-Orakwue, K. C., & Teng, T.-L. (2014). The impact of transactional distance dialogic interactions on student learning outcomes in online and blended environments. Computers & Education, 78, 414-427.
Fukuda, S. T., Sakata, H., & Pope, C. J. (2019). Developing self-coaching skills in university EFL classrooms to encourage out-of-class study time. Innovation in Language Learning and Teaching, 13(2), 118-132.
Garnjost, P., & Brown, S. M. (2018). Undergraduate business students’ perceptions of learning outcomes in problem-based and faculty-centered courses. The International Journal of Management Education, 16(1), 121-130.
Goertler, S., & Gacs, A. (2018). Assessment in online German: Assessment methods and results. Die Unterrichts praxis/ Teaching German, 51(2), 156-174.
González‐Lloret, M. (2020). Collaborative tasks for online language teaching. Foreign Language Annals, 53(2), 260-269.
Hamed, W., Al Masri, A., Smadi, M., & Maharmah, H. (2015). Improving reading skills through self-directed strategy among EFL students in Jordan. Global Journal of Educational Foundation, 3(5), 199-205.
Harsch, K., & Kocienda, G. (2008). Cover to cover: reading comprehension and fluency: Oxford University Press.
Haruehansawasin, S., & Kiattikomol, P. (2018). Scaffolding in problem-based learning for low-achieving learners. The Journal of Educational Research, 111(3), 363-370.
Hmelo-Silver, C. E. (2013). Creating a learning space in problem-based learning. Interdisciplinary Journal of Problem-Based Learning, 7(1), 5.
Horzum, M. B. (2017). Interaction, structure, social presence, and satisfaction in online learning. Eurasia Journal of Mathematics, Science and Technology Education, 11(3), 505-512.
Hung, W. (2013). Problem-based learning: A learning environment for enhancing learning transfer. New directions for adult and continuing education, 137, 27-38.
Kara, M. (2021). Transactional distance and learner outcomes in an online EFL context. Open Learning: The Journal of Open, Distance and e-Learning, 36(1), 45-60.
Keegan, L. C., Losardo, A., & McCullough, K. C. (2017). Problem-based learning and civic engagement in undergraduate education. Communication Disorders Quarterly, 39(1), 312-319.
Knapp, N. F. (2018). Increasing interaction in a flipped online classroom through video conferencing. TechTrends, 62(6), 618-624.
Kohonen, V., Jaatinen, R., Kaikkonen, P., & Lehtovaara, J. (2014). Experiential learning in foreign language education: Routledge.
Lee, S.-Y., Lo, Y.-H. G., & Chin, T.-C. (2021). Practicing multiliteracies to enhance EFL learners’ meaning-making process and language development: a multimodal Problem-based approach. Computer Assisted Language Learning, 34(1-2), 66-91.
Lee, T.-H., Shen, P.-D., & Tsai, C.-W. (2010). Enhance low-achieving students' learning involvement in Taiwan's higher education: an approach via e-learning with problem-based learning and self-regulated learning. Teaching in Higher Education, 15(5), 553-565.
Lewinski, P. (2015). Effects of classrooms’ architecture on an academic performance given telic versus paratenic motivation: a review. Frontiers in psychology, 6, 746.
Lin, L.-F. (2015). The impact of problem-based learning on Chinese-speaking elementary school students' English vocabulary learning and use. System, 55, 30-42.
Lin, L.-F. (2017). Impacts of the Problem-Based Learning Pedagogy on English Learners' Reading Comprehension, Strategy Use, and Active Learning Attitudes. Journal of education and training studies, 5(6), 109-125.
Lin, L.-F. (2018). Integrating the problem-based learning approach into a web-based English reading course. Journal of Educational Computing Research, 56(1), 105-133.
Mercer, S., & Dörnyei, Z. (2020). Engaging language learners in contemporary classrooms: Cambridge University Press.
Michaelsen, L. K., Davidson, N., & Major, C. H. (2014). Team-Based Learning Practices and Principles in Comparison With Cooperative Learning and Problem-Based Learning. Journal on Excellence in College Teaching, 25.
Moore, M. (1993). Theory of transactional distance In D Keegan (ed) Theoretical Principles of Distance Education pp. 22–38 Routledge. New York.
Moore, M. G. (2013). The theory of transactional distance. In Handbook of distance education (pp. 84-103): Routledge.
Moser, K. M., Wei, T., & Brenner, D. (2021). Remote teaching during COVID-19: Implications from a national survey of language educators. System, 97, 102431.
O'Grady, G., Yew, E. H., Goh, K. P., & Schmidt, H. G. (2012). One-day, one-problem: An approach to problem-based learning: Springer.
Paul, R. C., Swart, W., Zhang, A. M., & MacLeod, K. R. (2015). Revisiting Zhang’s scale of transactional distance: Refinement and validation using structural equation modeling. Distance Education, 36(3), 364-382.
Pawlak, M., Kruk, M., Zawodniak, J., & Pasikowski, S. (2020). Investigating factors responsible for boredom in English classes: The case of advanced learners. System, 91, 102259.
Rashid, T., & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in human behavior, 63, 604-612.
Reid, A. J., Morrison, G. R., & Bol, L. (2017). Knowing what you know: Improving mental comprehension and calibration accuracy in digital text. Educational Technology Research and Development, 65(1), 29-45.
Savin-Baden, M. (2016). The impact of transdisciplinary threshold concepts on student engagement in problem-based learning: A conceptual synthesis. Interdisciplinary Journal of Problem-Based Learning, 10(2), 1-22.
Shea, J., Joaquin, M. E., & Wang, J. Q. (2016). Pedagogical design factors that enhance learning in hybrid courses: A contribution to design-based instructional theory. Journal of Public Affairs Education, 22(3), 381-397.
Shea, P., & Bidjerano, T. (2014). Does online learning impede degree completion? A national study of community college students. Computers & Education, 75, 103-111.
Wosinski, J., Belcher, A. E., Dürrenberger, Y., Allin, A.-C., Stormacq, C., & Gerson, L. (2018). Facilitating problem-based learning among undergraduate nursing students: A qualitative systematic review. Nurse education today, 60, 67-74.
Yew, E. H., & Goh, K. (2016). Problem-based learning: An overview of its process and impact on learning. Health Professions Education, 2(2), 75-79.
Yukselturk, E., & Yildirim, Z. (2008). Investigation of interaction, online support, course structure, and flexibility as the contributing factors to students' satisfaction in an online certificate program. Journal of Educational Technology & Society, 11(4), 51-65.
Zhang, A. M. (2003). Transactional distance in web-based college learning environments: Toward measurement and theory construction: Virginia Commonwealth University.
