Blended Online Learning: Perceptions and Experiences of EFL University Students and Teachers

Autor/in	Watanapokakul, Sasa
Titel	Blended Online Learning: Perceptions and Experiences of EFL University Students and Teachers
Quelle	In: rEFLections, 29 (2022) 1, (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1513–5934
Schlagwörter	Blended Learning; Online Courses; Integrated Learning Systems; COVID-19; Pandemics; Teaching Methods; Educational Change; Second Language Learning; Second Language Instruction; English (Second Language); Student Attitudes; Teacher Attitudes; College Faculty; Language Teachers; College Freshmen; State Universities; Educational Benefits; Barriers; Time Management; Foreign Countries; Thailand + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Lehrerverhalten; Fakultät; Language teacher; Sprachunterricht; Studienanfänger; Staatliche Universität; Bildungsertrag; Zeitmanagement; Ausland
Abstract	During the COVID-19 pandemic, in which social distancing has become the norm, blended online learning, which consists of two main components: namely synchronous online instruction through a virtual conferencing platform, or live virtual classroom (LVC), and asynchronous online learning through a learning management system (LMS), has largely replaced face-to-face classrooms. After 2,217 EFL freshmen and 16 EFL teachers at a public university in Thailand participated in blended online learning instruction in a foundation English course in the first semester of academic year 2021, their perceptions and experiences regarding the instruction were investigated using online questionnaires and semi-structured interviews. An explanatory sequential mixed methods design was employed to obtain empirical information from the participants. The findings obtained from the questionnaires (590 voluntary students and 12 voluntary teachers) and semi-structured interviews (15 voluntary students and 5 voluntary teachers) indicated that blended online learning was appropriate and beneficial in EFL classes for the undergraduate students and could support the social distancing measures put in place due to COVID-19. While there are some limitations, inconveniences, and challenges related to blended online learning, it has been demonstrated to be effective in improving students' English ability while saving time and expense by eliminating the need for travel to the university and providing flexibility regarding the time and place of learning and teaching. Implications and recommendations for blended online learning and its two main components were also concluded from the findings and are discussed in the study. (As Provided).
Anmerkungen	King Mongkut's University of Technology Thonburi School of Liberal Arts. 126 Pracha Uthit Road, Bang Mod, Thung Khru, Bangkok, Thailand 10140. Tel: +66-2470-8756; Fax: +66-2428-3375; Web site: https://so05.tci-thaijo.org/index.php/reflections/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01