Enhancing Foreign Workers' Online Learning Interaction Strategy: An Action Research in Indonesia Open University Taiwan

Autor/inn/en	Zendrato, Rotua; Chang, Ben; Cheng, Hercy
Titel	Enhancing Foreign Workers' Online Learning Interaction Strategy: An Action Research in Indonesia Open University Taiwan
Quelle	In: Asian Journal of Distance Education, 18 (2023) 1, S.238-256 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Zendrato, Rotua) ORCID (Chang, Ben) ORCID (Cheng, Hercy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1347-9008
Schlagwörter	Foreign Workers; Electronic Learning; Open Universities; Action Research; Foreign Countries; Synchronous Communication; Online Courses; Distance Education; Interaction; Assignments; Independent Study; Blended Learning; Tutoring; Teaching Methods; Social Networks; Network Analysis; Indonesia; Taiwan + Suchen Sie Ihr Suchwort? Offene Universität; Projektforschung; Ausland; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Interaktion; Assignment; Auftrag; Zuweisung; Selbststudium; Förderkonzept; Nachhilfeunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Social network; Soziales Netzwerk; Netzplantechnik; Indonesien
Abstract	Indonesian workers in Taiwan have been taking synchronous online courses to enhance their education for several years. Still, the most crucial part of a synchronous course, the interaction quality, in the past, in general, was highly disturbed by the workers' busy daily work and had room to improve. Therefore, improving online interaction quality is a critical issue in workers' online courses. This study assigns an asynchronous learning strategy to supplement synchronous learning to enhance student interaction. Ten Indonesian workers as part of the Translation V course students of Indonesia Open University in Taiwan were involved. Action research was conducted to explore the effects of the asynchronous enhanced synchronous learning strategy on the students' interactions and perceptions. All the interaction threads were analyzed and described by social networking analysis, content analysis, and students' perceptions from their reflections. The results reveal that the students' interaction increased in the synchronous learning with informal assignment instructions directed by the tutor in the action research cycle II as an action to increase interaction in cycle I, which tended to be independent learning instructions. The study suggests implementing blended learning in synchronous online tutoring programs and providing asynchronous learning strategies to enhance online students' interaction. (As Provided).
Anmerkungen	Asian Society of Open and Distance Education. 80-4 Minou Yamamoto Machi, Kurume City, Fukuoka, 839-0826, Japan. e-mail: editor@asianjde.org; Web site: http://asianjde.com/ojs/index.php/AsianJDE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01