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Author: Yuqi Moanna Tang
Publisher:
ISBN: 9781361030769
Category :
Languages : en
Pages :
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Book Description
This dissertation, "The Impact of Students' Sense of Community on the Effectiveness of an Online IELTS Listening Course: a Qualitative Inquiry" by Yuqi, Moanna, Tang, 汤妤骐, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: In the context of the growing trend of Chinese students wanting to study abroad, IELTS (International English Language Testing System) exam has become one of the most popular standardised language exams with thousands of Chinese students preparing for IELTS listening, reading, writing, and speaking tests every year. This qualitative classroom inquiry evaluates the effectiveness of an online IELTS listening course and explores how the instruction of L2 (second language) listening strategies proposed by Vandergrift (1997, 1999) facilitated students' listening performance. It also examines the impact of online classroom community on students' online learning experience and how online interaction helps the development of students' sense of community. A total of seven adult students of English as a second language were enrolled in a four-week online IELTS listening course which was taught completely on the Internet through Sina Weibo and Wechat. During the course, online interaction between students and the teacher was observed and analysed. These participants finished a reflective pre-test and post-test so that their listening performance before and after the course could be examined. Pre-course and post-course interviews were also designed to collect students' perceptions of the course effectiveness and online interaction. The results of the study suggest that lower-level English learners rely more on cognitive strategies during listening comprehension, and advanced learners make use of both metacognitive and cognitive strategies to facilitate their listening. Besides, lower-level learners are also capable of acquiring metacognitive strategies in a short period of time whereas their metastrategic awareness might not be fully developed. It has also been found that strong sense of community has a great impact on students' online learning experience. Students with stronger sense of community feel less isolated and learn better than those without a community spirit because they are less likely to drop out and have more opportunities to access help from the other community members. For an online community to flourish, both close relationships among group members and academic achievements are needed and equally important. Subjects: International English Language Testing System Second language acquisition - Study and teaching Internet in education Listening - Study and teaching
Author: Yuqi Moanna Tang
Publisher:
ISBN: 9781361030769
Category :
Languages : en
Pages :
Get Book Here
Book Description
This dissertation, "The Impact of Students' Sense of Community on the Effectiveness of an Online IELTS Listening Course: a Qualitative Inquiry" by Yuqi, Moanna, Tang, 汤妤骐, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: In the context of the growing trend of Chinese students wanting to study abroad, IELTS (International English Language Testing System) exam has become one of the most popular standardised language exams with thousands of Chinese students preparing for IELTS listening, reading, writing, and speaking tests every year. This qualitative classroom inquiry evaluates the effectiveness of an online IELTS listening course and explores how the instruction of L2 (second language) listening strategies proposed by Vandergrift (1997, 1999) facilitated students' listening performance. It also examines the impact of online classroom community on students' online learning experience and how online interaction helps the development of students' sense of community. A total of seven adult students of English as a second language were enrolled in a four-week online IELTS listening course which was taught completely on the Internet through Sina Weibo and Wechat. During the course, online interaction between students and the teacher was observed and analysed. These participants finished a reflective pre-test and post-test so that their listening performance before and after the course could be examined. Pre-course and post-course interviews were also designed to collect students' perceptions of the course effectiveness and online interaction. The results of the study suggest that lower-level English learners rely more on cognitive strategies during listening comprehension, and advanced learners make use of both metacognitive and cognitive strategies to facilitate their listening. Besides, lower-level learners are also capable of acquiring metacognitive strategies in a short period of time whereas their metastrategic awareness might not be fully developed. It has also been found that strong sense of community has a great impact on students' online learning experience. Students with stronger sense of community feel less isolated and learn better than those without a community spirit because they are less likely to drop out and have more opportunities to access help from the other community members. For an online community to flourish, both close relationships among group members and academic achievements are needed and equally important. Subjects: International English Language Testing System Second language acquisition - Study and teaching Internet in education Listening - Study and teaching
Author: 汤妤骐
Publisher:
ISBN:
Category : International English Language Testing System
Languages : en
Pages : 107
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Author: Krystle Phirangee
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Distance education is growing rapidly at the post-secondary level in Canada. Despite the growing popularity of online learning in higher education, distance education often suffers from high dropout rates, which have been attributed to the physical separation of students. Such separation tends to give rise to feelings of isolation and disconnection. According to the literature, these feelings can be overcome by fostering a sense of community, that is a sense of belonging and interactivity among online learners. While a growing body of literature emphasizes the importance of fostering a community in online course communities, it is not clear how this is best accomplished. There is neither an accepted set of rules or strategies nor clearly defined steps in the development of a community in online course communities. In addition, the research on the effects of a community on learning is mixed. A few scholars criticize existing research for failing to demonstrate the role of community in learning through rigorous empirical studies. My research is concerned with this gap in the literature. So far, current research has made little progress in providing answers concerning the role of community. Findings from this study revealed that strong community levels were associated with instructor-facilitated online course communities, whereas weak community levels were associated with peer-facilitated online course communities. Students in the online course communities with stronger community levels, posted more notes, replied to more notes, and reread notes more often. They also spent more time revising the notes that they posted. Most interestingly, students in the online course communities with stronger community levels were more likely to link to and 'Like' their classmates' notes. Furthermore, unlike their peers from online course communities with weaker community levels, students from online course communities with stronger community levels believed that they learned more because they had access to their professor and their peers' ideas, and also expressed their enjoyment of the online course community discussions. It was also found that instructors from online course communities with stronger community levels were more hands-on than those from online course communities with weaker community levels. Considering these findings, I argue that fostering a sense of community in online course communities enhances social capital through the creation of relationships. This produces better student outcomes, deeper learning and more positive online learning experiences for students.
Author: Chris Chen
Publisher:
ISBN:
Category : College environment
Languages : en
Pages : 0
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Book Description
The purpose of this study was to determine if students develop a sense of community in online courses in a U.S. southwest university. The theory tells us sense of community exists in online education and sense of community could differ by students' attributes such as gender and the colleges students attend. Using the survey research, we show that students' sense of community in online courses did not differ significantly by gender or by college. However, students' sense of community and satisfaction had strong positive correlation.
Author: Bruce C. Kusch
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 456
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Book Description
The purpose of this research was to study the effect of a Reusable Learning Object (RLO) designed to facilitate a high level of student-to-student interaction; to create social connectedness, leading to a greater sense of community within teams in an online course. The theoretical foundation for the RLO was based on the literature, and calls for research into instructional design principles and practices intended to create optimal academic experiences for students in online courses. The courses selected for the study were two required religious education courses, part of the general education curriculum at a religious-affiliated university in the Intermountain West. This study tested the hypothesis that the researcher-designed RLO, introduced to the treatment group participants prior to beginning team activities, would have a positive effect on creating greater social connectedness and sense of community among students. The study was conducted using an experimental control-group research design, with proportional stratified random assignment. Data were gathered on interaction frequency, measuring discussion board activity for logons, discussion boards postings, word length of each posting, and use of non-symbolic expressions. A quantitative content analysis (QCA) of selected control and treatment group discussion board transcripts was conducted measuring indicators of social presence. Team performance on a collaborative assignment was examined for differences between control and treatment groups. The Rovai (2002a) Classroom Community Scale was administered to measure participant self-reported attitudes regarding perceived social connectedness, and the Kreijins, Kirschner, Jochems and van Buuren (2004) Social Space Scale was administered to measure participant self-reported perceptions of the quality of the social space within their assigned team. In general, the data and the subsequent analysis support the point of view that there was no conclusive evidence that the RLO treatment created a stronger sense of social connectedness and sense of community between those students who received the treatment and those who did not. There were limited and time-specific instances of significant differences in favor of the treatment group. These were not widespread, and were only found in examining specific variables related to discussion board frequency. While the data gathered generally favored the treatment group, no statistically significant differences were found in the more qualitative areas of social presence indicators, or selfreported perceptions of sense of community, connectedness, and social space.
Author: Lujean Baab
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 430
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Author: Josephine Axe
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Taking an action research approach, this study explores the experiences of three intakes of undergraduate students who worked in a cohort-based learning environment where team work and classroom participation was expected. This educational setting required students from diverse backgrounds to work closely together on campus during the intense one-year program. To facilitate in the development of a face-to-face learning community, where individual differences could be celebrated and problems could be solved in an open, trusting environment, an online bridging course was developed. Aimed at decreasing the incidence of minority group marginalization and reduce feelings of isolation, the bridging course provided activities directed towards encouraging students to begin to develop an inclusive learning community prior to their arrival on campus. Exploring how online transitional activities had contributed to the development of a face-to-face learning community, as well as perceived disadvantages to that model, key stakeholders' perceptions were obtained through focus groups, interviews, and surveys. Findings include: (a) an enhanced understanding of the ways in which an online course can be used to aid in the development of a learning community for oncampus students; (b) a heightened awareness of challenges faced by those working in a learning community; (c) a systematic approach to the development of learning communities. This research suggests that an online bridging course can be an effective way for on-campus students to start developing a learning community.
Author: Larisa Olesova
Publisher: Cambridge Scholars Publishing
ISBN: 1443865516
Category : Education
Languages : en
Pages : 160
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Book Description
Feedback in Online Course for Non-Native English-Speaking Students is an investigation of the effectiveness of audio and text feedback provided in English in an online course for non-native English-speaking students. The study presents results showing how audio and text feedback can impact on non-native English-speaking students’ higher-order learning as they participate in an asynchronous online course. It also discusses the results of how students perceive both types of the feedback provided. In addition, the study examines how the impact and perceptions differ when the instructor giving the feedback is a non-native English-speaking teacher or a native English-speaking teacher. Finally, the study discusses pedagogical implications and suggestions for instructors and designers in creating online learning environments as it relates to asynchronous online courses that include non-native English-speaking students. The students who participated in this study include non-native English-speaking students from a university in northern Siberia, Russia. An extended literature review of audio and text feedback in different learning environments is used to refer to the possible effectiveness of feedback expected in an online course. Feedback in Online Course for Non-Native English-Speaking Students provides empirical evidence that could assist online courses administrators in making appropriate assessment of non-native English-speaking students’ online learning.
Author: Anita M. Todd
Publisher:
ISBN:
Category :
Languages : en
Pages : 131
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This quasi-experimental, static-group comparison study of two non-equivalent groups examined how work-integrated learning (WIL) community participation of at-work, cooperative education students affected student perceived performance, perceived learning, and measured learning with student grade point average (GPA) and work term as covariates. The relationship between student social-media use and community participation was examined. The study included 47 matched pairs of electrical engineering students, primarily Caucasian male, from a large urban research university. The treatment and control groups completed the existing curriculum, the treatment group participated in the WIL community in Blackboard® and completed a social-media use survey and community evaluation questions. I found a significant negative correlation between students' who perceived themselves as having strong leadership skills and the level of participation in the wiki. I found no significant correlations (with bloggers) and a negative significant correlation (without the bloggers) in the relationship between social media use and the level of blogging and the overall participation in the WIL community. The level or type of WIL community participation did not affect perceived performance, perceived learning, or measured learning. Students did not believe the community enhanced their learning nor did they enjoy participating; however, they liked to read about or comment on other students' experiences. They did not like Blackboard® or the weekly posting requirement and suggested these items change in the future. Implications for instructional designers/distance educators are the perceived difficulty using Blackboard® potentially affecting student use, the need for tools/interfaces that notify the user of new community content or participants, and that instructional technology should be piloted for student ease of use and perceived usefulness. Experiential learning practitioners need to promote the academic focus of work experiences to frame assignments, such as an online community and assessment, as important for student learning through work.
Author: Marlena Bravender
Publisher:
ISBN:
Category : Learning
Languages : en
Pages : 119
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Book Description
Colleges and universities are providing access to a broad range of students through online courses. With the increase of enrollment and demand, it is necessary to better comprehend the role and relationship of the tools available within those courses. The primary purpose of this research effort was to explore the factors that affect the overall perceived student sense of community in a threaded discussion aspect of a fully online course delivered at the university level. The researcher investigated compiled through structural equation modeling path analysis with 10 independent variables and perceived sense of community as the single dependent variable. Both the measurement model, defined by the theoretical framework, and structural model were confirmed for goodness of fit. The data indicated that statistically significant positive relationships existed between age, task complexity level, and sense of community. Interaction effects between age and complexity level were discovered and tested to find the task complexity for younger students had the relationships of social ability, student demographics, task complexity, motivation, and student perceived sense of community within the online classroom. The expectation was that these factors would have a relationship with overall sense of community. Samples of participants from two small universities were chosen to take a five-part survey over a two-month period. The results from 229 participants are a positive relationship with overall perceived sense of community. Significant negative relationships existed between social ability, postsecondary level and sense of community. The other variables of gender and student motivation were not found to be statistically significant, but this lack of significance provides interesting implications for theory and research. Further research pertaining to online course tools, tasks behind online discussion forums, and student expectations should be conducted.
