Subject Areas : Applied Linguistics
Shima Ghobadi
1
,
Bahram Dehghanpour
2
1 - Ph.D. Department of English, Shahreza Branch, Islamic Azad University
2 - استادیار دانشگاه لنجان اصفهان
Keywords:
Abstract :
References:
Ali, A., & Ahmad, I. (2011). Key factors for determining students' satisfaction in distance learning courses: A study of Allama Iqbal Open University. Contemporary Educational Technology, 2(2), 118–134. https://doi.org/10.30935/cedtech/6047
Asarbakhsh & Sandars, J. (2013). E-learning: The essential usability perspective. The Clinical Teacher, 10(1), 47–50. https://doi.org/10.1111/j.1743- 498X.2012.00627.x.
Aslan, S., K. (2022). The effect of flipped classroom approach on learning achievement, online self-regulation and interaction in synchronous distance education. Journal of Educational Technology & Online Learning, 5(3), 535-552.
Agyeman, Y., & Larbi-Siaw, O. 2018). Exploring the factors that enhance student–content interaction in a technology-mediated learning environment. Cogent Education, 5(1), 1456780. https://doi.org/10.1080/2331186X.2018.1456780
Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking university. Human Behavior and Emerging Technologies, 2(2), 113–115. https://doi.org/10.1002/hbe2.191
Bonaccorsi, G., Pierri, F., Cinelli, M., Flori, A., Galeazzi, A., Porcelli, F., … Pammolli, F. 2020). Economic and social consequences of human mobility restrictions under COVID-19. Proceedings of the National Academy of Sciences, 117, 15530–15535.
Chen, L., Li, B. B., Huang, W., Li, P. P., & Wang, W. (2020). New development of Chinese educational informationization on the twentieth anniversary-Interpretation of the top Chinese ten news of 2015 in educational informationization. China Educational Technology, 2, 80–87.
Cheng, G., & Chau, J. (2016). Exploring the relationships between learning styles, online participation, learning achievement and course satisfaction: An empirical study of a blended learning course. British Journal of Educational Technology, 47(2), 257-266. https://doi.org/10.1111/bjet.12243
Ding, L. & Zhang, P. (2018). Do secondary school students make use of effective study strategies when they study on their own? Applied Cognitive Psychology, 33(5), 952-957. https://doi.org/10.1002/acp.3584
Domalewska, D. (2015). Classroom Discourse Analysis in EFL Elementary Lessons. International Journal of Languages, Literature and Linguistics,1(1), 6-9.
Gopal et al. R., Singh, V., & Aggarwal, A. 2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19 (pp. 1–25). Education and Information Technologies. https://doi.org/10.1007/s10639-021-10523-1
Engzell, F. & Verhagen, M. W. (2021). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1–2), 1–21. https://doi.org/10.1080/09588221.2015.1111910
Harris, K, Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416.
Hitotuzi, N. 2005). Teacher talking time in the EFL classroom. Profile Issues in Teachers Professional Development, 4 (6), 97-106
Holmes, J., & Benders, D. S. (2012). Comparison between Distance Methods Versus Traditional Classroom in Teaching Intelligence Analysis. Available at SSRN 2090375
Huang, Tlili, A., Chang, T.-W., Zhang, X., Nascimbeni, F., & Burgos, D. (2020). Disrupted classes, undisrupted learning during COVID-19 outbreak in China: Application of open educational practices and resources. Smart Learning Environments, 7(1), 19. https://doi.org/10.1186/s40561-020-00125-8.
Jong, M. S. Y., Chen, G., Tam, V., & Chai, C. S. (2019). Adoption of flipped learning in social humanities education: the FIBER experience in secondary schools. Interactive Learning Environments, 27, 1–17.https://doi.org/10.1080/10494820.2018.1561473
Kapasia, N., Paul, P., Roy, A., Saha, J., Zaveri, A., Mallick, R., et al. (2020). Impact of lockdown on learning status of undergraduate and postgraduate students during COVID- 19 pandemic in West Bengal, India. Children and Youth Services Review, 116, Article 105194. https://doi.org/10.1016/j.
Karaman E., G. (2015). Development of an online course ınteraction level determination scale and design of automated estimation system (Unpublished Doctor thesis). Atatürk University, Erzurum.
Keengwe, J. & Kidd, L. (2010). The challenges of e-Learning initiatives in supporting students with self-regulated learning and executive function difficulties. Paper presented at the International Congress for School Effectiveness and Improvement (ICSEI), Limassol, Cyprus.
Kuo, Y. C., Walker, A. E., Schroder, K. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35-50. https://doi.org/10.1016/j.iheduc.2013.10.001
Khodabandeh, F. (2018). The impact of storytelling techniques through virtual instruction on English students’ speaking ability. Teaching English with Technology, 18(1), 24-36
Kumari, D. S. (2001). Connecting graduate students to virtual guests through asynchronous discussions: Analysis of an experience. Journal of Asynchronous Learning Networks, 5(2), 53–63.
Lee, Y. H., Hsieh, Y. C., Ma, C. Y., (2011). A model of organizational employees’ eLearning systems acceptance. Knowledge. Based Syst. 24 (3), 355–366.
Lee, D., Watson, S. L., & Watson, W. R. (2019). Systematic literature review on self-regulated learning in massive open online courses. Australasian Journal of Educational Technology, 35(1), 28–41. https://doi.org/10.14742/ajet.3749
Lundin, M., Rensfeldt, A. B., Hillman, T., Lantz-Andersson, A., & Peterson, L. (2018). Higher education dominance and siloed knowledge: a systematic review of flipped classroom research. International Journal of Educational Technology in Higher Education, 15(1), 1-30. https://doi.org/10.1186/s41239-018-0101-6
McIsaac, M. S., Blocher, J. M., Mahesh, V., & Vrasidas, C. (1999). Student and teacher perceptions of interaction in online computer-mediated communication. Educational Media International, 36(2), 121–131. https://doi.org/10.1080/0952398990360206
Moore, M. G. (1993). Editorial: Three types of interaction. American Journal of Distance Education,
3, 1–7. doi:10.1080/08923648909526659
Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view (2nd ed.). Belmont, CA:Wadsworth Publishing Company.
Naseri, E. & Khodabandeh, F., 2019). Comparing the impact of audio-visual input enhancement on collocation learning in conventional and mobile learning contexts. Applied Research on English Language, 8(3), 388-422.
Rustandi, A., & Mubarok, A.H. (2017). An analysis of IRF (initiation-response-feedback) on classroom interaction in EFL speaking class. Edulite: Journal of English Education, Literature and Culture, 2(1), 239-250.
Sigala, M. 2002). The evolution of internet pedagogy: Benefits for learning English. Journal of educational system, 1(2), 29–45.
Simpson, M., & Anderson, B. (2012). History and heritage in open, flexible and distance education. Journal of Open, Flexible, and Distance Learning, 16(2), 1-10. https://www.learntechlib.org/p/147885/
Sisson, A. D., & Kwon, J. 2020). Effectiveness of E-learning as seen by meeting planners. Journal of learning English, 1–14. https://doi.org/10.1080/ 10963758.2020.1791138
Tavitiyaman, R. & Fung, K. (2021). Flipping an engineering thermodynamics course to improve student self-efficacy. In Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28368
Vygotsky, L. (1978). Interaction between learning and development. Readings on the development of children, 23(3), 34-41.
Wang, C. H., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302- 312. https://doi.org/10.1080/01587919.2013.835779
WHO (2020). COVID-19: IFRC, UNICEF and chen Issue Guidance to Protect Children And Support Safe School Operations. Retrieved from https://www.who.int/newsroom/detail/10-2020-covid-19-ifrc-unicef-and-who-issue- guidance-to-protect-children-and-support-safe-school-operations
Wilkins, S., & Huisman, J. (2013). Student evaluation of university image attractiveness and its impact on student attachment to international branch campuses. Journal of Studies in International Education, 17(5), 607–623.
Wu, J. H., Tennyson, R. D., & Hsia, T. L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers and Education, 55(1), 155 -164. https://doi.org/10.1016/j.compedu.2009.12.012
Ali, A., & Ahmad, I. (2011). Key factors for determining students' satisfaction in distance learning courses: A study of Allama Iqbal Open University. Contemporary Educational Technology, 2(2), 118–134. https://doi.org/10.30935/cedtech/6047
Asarbakhsh & Sandars, J. (2013). E-learning: The essential usability perspective. The Clinical Teacher, 10(1), 47–50. https://doi.org/10.1111/j.1743- 498X.2012.00627.x.
Aslan, S., K. (2022). The effect of flipped classroom approach on learning achievement, online self-regulation and interaction in synchronous distance education. Journal of Educational Technology & Online Learning, 5(3), 535-552.
Agyeman, Y., & Larbi-Siaw, O. 2018). Exploring the factors that enhance student–content interaction in a technology-mediated learning environment. Cogent Education, 5(1), 1456780. https://doi.org/10.1080/2331186X.2018.1456780
Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking university. Human Behavior and Emerging Technologies, 2(2), 113–115. https://doi.org/10.1002/hbe2.191
Bonaccorsi, G., Pierri, F., Cinelli, M., Flori, A., Galeazzi, A., Porcelli, F., … Pammolli, F. 2020). Economic and social consequences of human mobility restrictions under COVID-19. Proceedings of the National Academy of Sciences, 117, 15530–15535.
Chen, L., Li, B. B., Huang, W., Li, P. P., & Wang, W. (2020). New development of Chinese educational informationization on the twentieth anniversary-Interpretation of the top Chinese ten news of 2015 in educational informationization. China Educational Technology, 2, 80–87.
Cheng, G., & Chau, J. (2016). Exploring the relationships between learning styles, online participation, learning achievement and course satisfaction: An empirical study of a blended learning course. British Journal of Educational Technology, 47(2), 257-266. https://doi.org/10.1111/bjet.12243
Ding, L. & Zhang, P. (2018). Do secondary school students make use of effective study strategies when they study on their own? Applied Cognitive Psychology, 33(5), 952-957. https://doi.org/10.1002/acp.3584
Domalewska, D. (2015). Classroom Discourse Analysis in EFL Elementary Lessons. International Journal of Languages, Literature and Linguistics,1(1), 6-9.
Gopal et al. R., Singh, V., & Aggarwal, A. 2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19 (pp. 1–25). Education and Information Technologies. https://doi.org/10.1007/s10639-021-10523-1
Engzell, F. & Verhagen, M. W. (2021). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1–2), 1–21. https://doi.org/10.1080/09588221.2015.1111910
Harris, K, Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416.
Hitotuzi, N. 2005). Teacher talking time in the EFL classroom. Profile Issues in Teachers Professional Development, 4 (6), 97-106
Holmes, J., & Benders, D. S. (2012). Comparison between Distance Methods Versus Traditional Classroom in Teaching Intelligence Analysis. Available at SSRN 2090375
Huang, Tlili, A., Chang, T.-W., Zhang, X., Nascimbeni, F., & Burgos, D. (2020). Disrupted classes, undisrupted learning during COVID-19 outbreak in China: Application of open educational practices and resources. Smart Learning Environments, 7(1), 19. https://doi.org/10.1186/s40561-020-00125-8.
Jong, M. S. Y., Chen, G., Tam, V., & Chai, C. S. (2019). Adoption of flipped learning in social humanities education: the FIBER experience in secondary schools. Interactive Learning Environments, 27, 1–17.https://doi.org/10.1080/10494820.2018.1561473
Kapasia, N., Paul, P., Roy, A., Saha, J., Zaveri, A., Mallick, R., et al. (2020). Impact of lockdown on learning status of undergraduate and postgraduate students during COVID- 19 pandemic in West Bengal, India. Children and Youth Services Review, 116, Article 105194. https://doi.org/10.1016/j.
Karaman E., G. (2015). Development of an online course ınteraction level determination scale and design of automated estimation system (Unpublished Doctor thesis). Atatürk University, Erzurum.
Keengwe, J. & Kidd, L. (2010). The challenges of e-Learning initiatives in supporting students with self-regulated learning and executive function difficulties. Paper presented at the International Congress for School Effectiveness and Improvement (ICSEI), Limassol, Cyprus.
Kuo, Y. C., Walker, A. E., Schroder, K. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35-50. https://doi.org/10.1016/j.iheduc.2013.10.001
Khodabandeh, F. (2018). The impact of storytelling techniques through virtual instruction on English students’ speaking ability. Teaching English with Technology, 18(1), 24-36
Kumari, D. S. (2001). Connecting graduate students to virtual guests through asynchronous discussions: Analysis of an experience. Journal of Asynchronous Learning Networks, 5(2), 53–63.
Lee, Y. H., Hsieh, Y. C., Ma, C. Y., (2011). A model of organizational employees’ eLearning systems acceptance. Knowledge. Based Syst. 24 (3), 355–366.
Lee, D., Watson, S. L., & Watson, W. R. (2019). Systematic literature review on self-regulated learning in massive open online courses. Australasian Journal of Educational Technology, 35(1), 28–41. https://doi.org/10.14742/ajet.3749
Lundin, M., Rensfeldt, A. B., Hillman, T., Lantz-Andersson, A., & Peterson, L. (2018). Higher education dominance and siloed knowledge: a systematic review of flipped classroom research. International Journal of Educational Technology in Higher Education, 15(1), 1-30. https://doi.org/10.1186/s41239-018-0101-6
McIsaac, M. S., Blocher, J. M., Mahesh, V., & Vrasidas, C. (1999). Student and teacher perceptions of interaction in online computer-mediated communication. Educational Media International, 36(2), 121–131. https://doi.org/10.1080/0952398990360206
Moore, M. G. (1993). Editorial: Three types of interaction. American Journal of Distance Education,
3, 1–7. doi:10.1080/08923648909526659
Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view (2nd ed.). Belmont, CA:Wadsworth Publishing Company.
Naseri, E. & Khodabandeh, F., 2019). Comparing the impact of audio-visual input enhancement on collocation learning in conventional and mobile learning contexts. Applied Research on English Language, 8(3), 388-422.
Rustandi, A., & Mubarok, A.H. (2017). An analysis of IRF (initiation-response-feedback) on classroom interaction in EFL speaking class. Edulite: Journal of English Education, Literature and Culture, 2(1), 239-250.
Sigala, M. 2002). The evolution of internet pedagogy: Benefits for learning English. Journal of educational system, 1(2), 29–45.
Simpson, M., & Anderson, B. (2012). History and heritage in open, flexible and distance education. Journal of Open, Flexible, and Distance Learning, 16(2), 1-10. https://www.learntechlib.org/p/147885/
Sisson, A. D., & Kwon, J. 2020). Effectiveness of E-learning as seen by meeting planners. Journal of learning English, 1–14. https://doi.org/10.1080/ 10963758.2020.1791138
Tavitiyaman, R. & Fung, K. (2021). Flipping an engineering thermodynamics course to improve student self-efficacy. In Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28368
Vygotsky, L. (1978). Interaction between learning and development. Readings on the development of children, 23(3), 34-41.
Wang, C. H., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302- 312. https://doi.org/10.1080/01587919.2013.835779
WHO (2020). COVID-19: IFRC, UNICEF and chen Issue Guidance to Protect Children And Support Safe School Operations. Retrieved from https://www.who.int/newsroom/detail/10-2020-covid-19-ifrc-unicef-and-who-issue- guidance-to-protect-children-and-support-safe-school-operations
Wilkins, S., & Huisman, J. (2013). Student evaluation of university image attractiveness and its impact on student attachment to international branch campuses. Journal of Studies in International Education, 17(5), 607–623.
Wu, J. H., Tennyson, R. D., & Hsia, T. L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers and Education, 55(1), 155 -164. https://doi.org/10.1016/j.compedu.2009.12.012
