Iranian EFL High School Teachers' Perceptions of Virtual Learning System Opportunities, Challenges and Threats
محورهای موضوعی : Research PaperSeyyed Jaffar Rafiee 1 , Parviz Alavinia 2 , Mehdi Sarkhosh 3
1 - English Language Department, Urmia University, Urmia, Iran
2 - English Language Department, Urmia University, Urmia, Iran
3 - English Language Department, Urmia University, Urmia, Iran
کلید واژه: problem solving, opportunities, High School Teachers' Perceptions, Virtual Learning Systems,
چکیده مقاله :
Based on the importance of virtual classrooms and due to the inevitability of using them in difficult situations such as the Covid-19 pandemic, the current study was an attempt to investigate the perception of high school EFL teachers toward virtual learning systems' experience. Also, probing the perception of high school EFL teachers toward virtual learning systems' opportunities, exploring the perception of high school EFL teachers toward virtual learning systems' challenges and threats, and informing the educational society of the solutions to the barriers of virtual learning systems based on the perception of high school EFL teachers were the other objectives of the current study. To this end, the attitudes of 120 EFL teachers (males=67, females=53) with the age range of 30 to 50 who were teaching at different high schools of West Azerbaijan province, Urmia, Iran, were gathered via a researcher-made questionnaire. The results of the study show that although high school teachers faced some barriers such as low internet access, low interaction, and low concentration by learners, actually they actually have positive attitudes toward the use of digital learning, particularly in virtual classrooms. Furthermore, the findings showed that data retention power and quick and easy access were favored by most of the teachers, and they believed these two items can be regarded as positive opportunities. In addition, teachers presented some comments such as adding visuals to the virtual classrooms, using chat boxes, and planning interaction hints to resolve the virtual classrooms’ existing problems such as poor connection and low concentration. The implications of the study will be discussed.
AbuSeileek, A. F. (2012). The effect of computer-assisted cooperative learning methods and group size on the EFL learner’s achievement in communication skills. Computer and Education, 58(1), 231–239.
Bergmann, J., & Sams, A. (2012). Before you flip, consider this. Phi Delta Kappan, 94(2), 25-25.
Bitner, N., & Bitner, J. O. E. (2002). Integrating technology into the classroom: Eight keys to success. Journal of technology and teacher education, 10(1), 95-100.
Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. The Internet and Higher Education, 15(2), 118-126.
Bonk, C. J., & Graham, C. R. (2012). The handbook of blended learning: Global perspectives, local designs. John Wiley & Sons.
Brown, B. W., & Liedholm, C. E. (2002). Can web courses replace the classroom in principles of microeconomics? American Economic Review, 92(2), 444 - 448.
Cavas, B., & Kesercioglu, T. (2003). Primary science teachers’ attitudes toward computer assisted learning. Ege Eğitim Dergisi, 3(2), 12-34.
Dashtestani, R. (2013). Implementing Mobile-Assisted Language Learning (MALL) in an EFL Context: Iranian EFL Teachers' Perspectives on Challenges and Affordances. Jalt CALL journal, 9(2), 149-168.
Gilakjani, A. P., & Rahimy, R. (2019). Factors influencing Iranian teachers’ use of computer assisted pronunciation teaching (CAPT). Education and Information Technologies, 24(2), 1715–1740.
Girish, V. G., Kim, M. Y., Sharma, I., & Lee, C. K. (2022). Examining the structural relationships among e-learning interactivity, uncertainty avoidance, and perceived risks of COVID-19: Applying extended technology acceptance model. International Journal of Human–Computer Interaction, 38(8), 742-752.
Gherheș, V., Stoian, C. E., Fărcașiu, M. A., & Stanici, M. (2021). E-learning vs. face-to-face learning: Analyzing students’ preferences and behaviors. Sustainability, 13(8), 4381.
Gobbo, C., & Girardi, M. (2001). Teachers' beliefs and integration of information and communications technology in Italian schools. Journal of Information Technology for Teacher Education, 10(1-2), 63-85.
Gulbahar, Y. (2008). ICT Usage in Higher Education: A Case Study on Preservice Teacher and Instructions. Online Submission, 7(1).
Hafour, M. F. (2022). The effects of MALL training on preservice and in-service EFL teachers’ perceptions and use of mobile technology. ReCALL, 1-17.
Kulal, A., & Nayak, A. (2020). A study on perception of teachers and students toward online classes in Dakshina Kannada and Udupi District. Asian Association of Open Universities Journal, 15(3), 112-145.
Lara, J. A., Aljawarneh, S., & Pamplona, S. (2020). Special issue on the current trends in E-learning Assessment. Journal of Computing in Higher Education, 32, 1–8.
Lin, C., & Zheng, B. (2015). Teaching practices and teacher perceptions in online world language courses. Journal of Online Learning Research,1(3), 275-304.
Lizcano, D., Lara, J. A., White, B., et al. (2020). Blockchain-based approach to create a model of trust in open and ubiquitous higher education. Journal of Computing in Higher Education, 32, 109–134.
Maatuk, A. M., Elberkawi, E. K., Aljawarneh, S., Rashaideh, H., & Alharbi, H. (2022). The COVID-19 pandemic and E-learning: challenges and opportunities from the perspective of students and instructors. Journal of Computing in Higher Education, 34(1), 21-38.
McAlister, M., Dunn, J., & Quinn, L. (2005). Student teachers' attitudes to and use of computers to teach mathematics in the primary classroom. Technology, Pedagogy and Education, 14(1), 77-105.
McConnell, D. (2006) E-learning groups and communities, Open University Press, Maidenhead.
Mollaei, F., & Riasati, M. J. (2013). Teachers’ perceptions of using technology in teaching EFL. International Journal of Applied Linguistics and English Literature, 2(1), 13-22.
Ms, P., & Toro, U. (2013). A review of literature on knowledge management using ICT. Higher Education., 4(1), 62–67.
Nikolopoulou, K. (2018). Mobile learning usage and acceptance: perceptions of secondary school students. Journal of Computers in Education, 5(4), 499-519.
Niu, L., Wang, X., Wallace, M. P., Pang, H., & Xu, Y. (2022). Digital learning of English as a foreign language among university students: How are approaches to learning linked to digital competence and technostress? Journal of Computer Assisted Learning, 4(2), 121-138.
Njenga, J. K., & Fourie, L. C. H. (2010). The myths about e‐learning in higher education. British journal of educational technology, 41(2), 199-212.
Ocak, M. A., & Akdemir, O. (2008). An Investigation of Primary School Science Teachers' Use of Computer Applications. Turkish Online Journal of Educational Technology-TOJET, 7(4), 54-60.
Pi-Hua, T. (2006) Bridging pedagogy and technology: User evaluation of pronunciation-oriented
CALL software. Australasian Journal of Educational Technology, 22(3), 375–397.
Pourhosein Gilakjani, D. (2018). Teaching pronunciation of English with computer technology: A qualitative study. International Journal of Research in English Education, 3(2), 94-114.
Sadeghi, B., Rahmany, R., & Doosti, E. (2014). L2 teachers' reasons and perceptions for using or not using computer mediated communication tools in their classroom. Journal of Language Teaching and Research, 5(3), 663.
Shi, J., & Fan, L. (2021). Investigating teachers’ and students’ perceptions of online English learning in a maritime context in China. SAGE Open, 11(3), 1-17.
Slimp, M., & Bartels, R. (2019). How the Internet of Things is changing our colleges, our classrooms, and our students. London, UK: Rowman and Littlefield.
Sorensen, E. (2009). The materiality of learning: Technology and knowledge in educational practice. Cambridge University Press.
Wang, Y. S. (2003). Assessment of learner satisfaction with asynchronous electronic learning systems. Information & Management, 41(1), 75-86.
Wang, X., & Reeves, D. S. (2003, October). Robust correlation of encrypted attack traffic through stepping stones by manipulation of interpacket delays. In Proceedings of the 10th ACM conference on Computer and communications security (pp. 20-29).
Wolfinger, S. (2016). An exploratory case study of middle school student academic achievement in a fully online virtual school. Drexel University.
Xie, H., Zou, D., Zhang, R., Wang, M., & Kwan, R. (2019). Personalized word learning for university students: a profile-based method for e-learning systems. Journal of computing in Higher education, 31(2), 273-289.
Vygotsky, L. S. (1979). Consciousness as a problem in the psychology of behavior. Soviet psychology, 17(4), 3-35.
Zhang, W. Y., Perris, K., & Yeung, L. (2005). Online tutorial support in open and distance learning: Students’ perceptions. British Journal of Educational Technology, 36(5), 789-804.
